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Author 



Title 



Imprint 



16—47372-3 GPO 



UIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIIU 



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A &gat?m of W^ttarhs, tnrluhing a (HampieU dliiib ?lftHturg. 

mpjiiral ^ExaminaltottH, pi![gain-t!agrl|nl0gtral atth 

mental SIpHts, lailg Sl^gtm^n attft ita^aa^ 

Kfrnrli, alao (Eaap Stagnnaia, 

Ollaaatfiratwn. rtr. 




ilaxtmtUan p. E. (iroHEmantt, l^h. @. 

lEburatinnal Itrprtor of tl|p National Aaanrtattott for 

tijp #t«JJg anJi Eduratinn nf iExr^pttonal 

aii?tlJJrpn 



PttblialiPb bg tl|p National Aaaoriation for tljp #tnJig an& 

Stutration of ?Exrpptional (!ll|ilJirpn 

JpiainMb. N. 3. 

1312 



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A ^gatrm of ISprar&a, tttrlubtng a aiomtibtf Ollillb i^iatorg, 

fHf&iral lExaminatinna, ^tigaw-jiBurlioUigiral anii 

Mtntni ©rata, iailg Ergimrn anb Sta? aat 

ilrrarii, alan (Caap liagnoata, 

miaaatfiratintt, ttt. 




ilaxtmtUatt f. IE. O^rnaEmann, jpb. B. 

Siiuratinual itrf rtar of tijf Natinital Aaanriatwn fat 

ttjp ^tubg anJJ E&urattntt nf Sxrrptuinal 

(Elitllirpn 



iPublial^pb bg tl?f National Aaaonatwn for tl|r ^fttbg anb 

Sburation of '€xrp;ittonal Qlljilbrf n 

f latnfiplb. N. 3. 

1912 



LBmS 



COPYRIGHTED BY 

MAXIMILIAN P. E. GROSZMANN, Pd. D. 

PLAINFIELD. N. J. 

1912 



(g,CU3306l 



(Sabk of OIottt^ntB 



JPage 

Foreword 3 

Schedule I, Child History' 7 

Schedule II, Body Measurements 22 

Schedule III, Medical Examination 29 

Schedule lY, Anatomical and Physiological Examination. 32 

Schedule Y, Regimen and Diet 39 

Schedule YI, Disease Record 41 

Schedule VII, Physio-psychological and Mental Tests. ... 42 

Primary Period 48 

Elementary Period 50 

Intermediate Period 56 

Advanced Period 62 

Schedule VIII, Diagnosis — Classification 65 

Appendix, Tentative Classification of Exceptional Chil- 
dren 67 

Index 70 



3F0r^m0rb 



The tests herewith submitted have been the result of 
many j^ears of practical observation and experiment. In 
their original form, they date back to the early years of what 
was then known as ' ' The Groszmann School for Nervous and 
Atypical Children," wdiich was founded by the author in 
1900. Since then, there has been constant care taken to re- 
vise and elaborate them. 

Even as they are now published, these tests are tenta- 
tive and experimental. A more definite system can be estab- 
lished only after trying out these suggestions, in comparison 
with other methods, with a large number of children. Even 
the tests presented by the French psychologist Binet, which 
have in recent years made such a stir in this country, have 
been discovered to need many revisions to suit the conditions 
of American children, and their usefulness is limited at best. 

The system of tests here introduced has been the means 
by which we have kept records of a number of pupils in 
the "Groszmann School," now "Herbart Hall," first at 
"Comenius Grove" in Virginia, where the institution was 
founded in 1900 ; then in New York, and during the past eight 
or nine years in Plainfield, New Jersey. They have been in 
part compiled from previous work of a similar kind, such as 
is done in physiological and pathological clinics and in 
psychological laboratories. In the first crude formulation 
of the Child History blank, suggestions were utilized from a 
question sheet used by Johannes Triiper, director of an in- 
stitution for what he calls "psychopathische Minderwerthig- 
keiten," at Sophienhohe, near Jena. But all selections and 
suggestions have been carefully adapted to the present pur- 
pose, and have been very much amplified by a considerable 
amount of original material. And then they have been 
graded as well as our present knowledge of child nature will 
allow. The plan and arrangement are entirely original with 
the author. 

The main purpose of these tests and records is to estab- 
lish, as far as possible, firstly, a diagnosis of a child's status 
at the time he first comes under observation ; secondly, by 
repeated testing, to furnish a measuring scale for the child's 



ability to grow, to develop, to expand; so that the distinction 
between normal, accelerated, retarded and arrested growth 
may be more safely made. In fact, they may serve to secure 
a more accurate basis for determining what normal develop- 
ment is, and to circumscribe its content. 

In the actual work of "Ilerbart Hall" the arrangement 
is that before a pupil is accepted the parents are requested 
to fill out the "Child History" blank, eventually with the 
help of their family or consulting physician. On the basis of 
these answers it is decided whether or not the child appears 
to be a suitable pupil. It must be noticed that the work of this 
Institute is not for mentally defective or feeble-minded chil- 
dren, but for what the author has called "atypical" cases. 
Cliildren presenting symptoms so puzzling that more time 
will be needed for making even an approximate diagnosis, 
are temporarily accepted into the "Observation Clinic" of 
the "National Association for the Study and Education of 
Exceptional Children" by which the entire work is main- 
tained. The attached Tentative Classification of Exceptional 
Children will better explain the author's point of view in 
grading degrees and kinds of exceptional development. 

As soon as a child is accepted, he is given a complete 
Body Measurement such as Schedule II shows. The blanks 
provide for twelve such measurements, and are intended to 
cover an entire calendar year, the measurements to be taken 
monthly. Together with these measurements other general 
observations of the body of the child are made and recorded, 
such as general nutrition and response, motor co-ordination 
in climbing a chair, condition of feet, etc.. It is necessary 
that the children be measured without clothes. 

Upon entering, the child is given a medical examination 
by the visiting school physician whose work is often supple- 
mented by specialists (neurologists, ophthalmologists, ear, 
nose and "throat specialists, dentists, etc.), so as to obtain a 
cross-section of the child's physical condition. The blank 
used for this purpose is introduced as Schedule HI. The 
examination is repeated twice in the same year. 

In cases where a complete and detailed description of a 
child is desirable, that is to say. whenever the case presents 
confusing elements or indicates that there are deeper causes 
of difficulty, and when the difficulty is particularly serious. 
Schedule IV is used. It is evident that only specialists can 
make these tests or records. It seems therefore unnecessary to 
go into a detailed explanation of these records which would 
be unintelligible to the non-medical reader who will have to 
rely upon the deductions made by the physicians. It may, 

4 



however, be said that the form of the skull is measured with 
a band of lead which yields easily to the bending and stays 
in form so that a pencil tracing can be made. The Rotch wrist 
tests are recorded in view of the fact that they reveal physi- 
ological age, as does the development of pubic hair. Some 
of the simpler tests here mentioned are also included in the 
Groszmann tests proper as recorded in Schedule VII. 

The Herbart Hall records contain further almost daily 
reports from teachers and nurses upon the mental and physi- 
cal condition of the child as he is under observation in 
his daily routine, his life habits, his school work, occupation 
and play. No special form is used for this purpose, except 
as to the use of different-colored cards for the child's card 
record. Special account is kept of the child's bowel move- 
ments and, in the case of an adolescent girl, of her menstrual 
periods. 

The Child's Regimen and Diet are carefuUj^ regulated on 
the basis of all these findings. The blank reproduced as 
Schedule V is used for this purpose. Here are recorded the 
regular bath schedule of the child, his diet, his medication 
and general tonic treatment, whether he is to wear glasses, 
or insoles, and a number of other things for the guidance 
of the nurses and caretakers. Tally cards are given out to 
these, but the main record is kept in the director's office. 
The blank shows how minute this record is. 

Schedule VI shows the record of diseases the child may 
contract during his stay under the Institute's observation. 

Under Schedule VII, the author presents his Measuring 
Scale of Mentality which should be applied to each individual 
pupil at least once a year, to ascertain not only his status at 
the time of first examination, but his ability or inability to 
grow, and the rate of such growth. 

Schedule VIII is intended to serve as a record of the final 
analysis and classification of each case. In this, the peda- 
gogical research worker must co-operate once more, in a sum- 
ming up process, with the various specialists who have made 
the partial examinations and observations recorded before. 

It is evident that the complete system of these records 
cannot be carried out without the co-operation of a number 
of observers, combining parental, medical and educational 
data. The system here presented is exhaustive, and pre- 
supposes, among other things, the necessary opportunities 
and the necessary measure of time. It may not be possible to 
secure all the data or make all the tests and examinations 
in a given case. The observer may have to use his discretion, 
to adjust himself to his opportunity. But he will find here 

5 



at least an organized whole from which he may select the es- 
sential parts if he cannot do ever3'thing that may seem de- 
sirable. The principles underlying- this schednle will guide 
him in his selection. 

And the time may come when each child will be as care- 
fully observed as the breeder of horses or chickens observes 
his brood ; when there will be a science of education, a science 
of parenthood, a science of teaching ; when it will not be con- 
sidered stupendous and preposterous to give each child such 
minute care and study as will establish his full status. 



i^rif^&ub 1 



The set of questions here presented is perhaps the fullest 
ever presented anywhere. The significance of some of the 
answers will be better understood by the observer in the light 
of the principles upon which the Physio-psychological and 
Mental Tests are based which are suggested by the author 
under Schedule VII. 

In not a few cases it will be found difficult to obtain com- 
plete and accurate answers from the parents. Sometimes this 
is due to ignorance on their part of the meaning of the ques- 
tions. These will therefore have to be carefully explained. 
Often desirable data cannot be obtained because the parents 
have forgotten details, dates, etc. For not very many parents 
keep records of their children's development and history; 
and even educated persons have difficulty in keeping family 
records that contain more than names and dates. Then, par- 
ents may be reticent to reveal family difficulties and items in 
their own history of which they are, more or less justifiably, 
ashamed. This is particularly the case with data concerning 
nervous, mental and venereal diseases. Unless the confidence 
of the parents and the co-operation of the family physician 
are secured the record will forever be incomplete. Yet, as 
much depends upon establishing hereditary, congenital, and 
early environmental influences, no effort should be spared to 
record as many facts as possible. 

The questions and their significance require little ex- 
planation. Blood relationship of the parents has often been 
blamed for hereditary burdens of the children ; but it seems 
that the blame is justified only when both parents are them- 
selves heavily burdened with undesirable characteristics. 
The age of parents at the birth of the child is also consid- 
ered an important factor by some; and altho I am in- 
clined to think that this factor is overestimated and that 
much depends upon the individual vitality of the parents, 
whatever the age may be, the statement is included in the 
record so that data may be collected. 

The condition of the mother during pregnancy, and the 



relation of stillbirths, miscarriages, intermissions between the 
births of different children, etc., throw much light upon the 
origin of difficulties. It should also be ascertained whether 
or not the mother has tried to prevent the birth of a child, 
as children born against the will of their parents are usually 
heavily burdened. 

A child ought to smile not later than at the age of 3 
months; sit up at 4 to 6 months of age; stand up at one year 
and begin to walk and talk a little later. Whooping cough 
at a tender age frecpiently injures a child's chances; neurotic 
babies are subject to convulsions as well as to thumb-suck- 
ing. A square stubby hand is a low sign. Infectious dis- 
eases often leave their traces behind. Anesthesia over a 
great part of the body is often a sign of low mental grade. 

The following extract from the author's paper on "Dan- 
ger Signals in Young Children" (Volume of Proceedings, Na- 
tional Education Association, Boston, Mass., July, 1910), 
may be helpful : 

"Apparent disinclination to obey may be due to im- 
perfect hearing ; aversion to reading and writing, to imper- 
fect vision. Ugliness and irritability may be caused by as- 
tigmatism which in turn produces eye-strain and persistent 
headaches. Laziness may be a symptom of anemia or neu- 
rasthenia, or it may be caused by malnutrition, overexertion 
at home, lack of sleep, or of ventilation in the child's sleep- 
ing-chamber. Fretfulness may have its cause in a great num- 
ber of various conditions, notably indigestion. Educators are 
oftentimes inclined to feel very much vexed when a child 
makes grimaces, is inclined to giggle and babble, and to dis- 
turb the artificial discipline of the schoolroom by whisper- 
ing. And yet these manifestations, as Avell as others, like 
sniffing, coughing, restlessness, and inattention, may be, and 
almost always are, symptoms of nervous disease. They may be 
enumerated among the so-called habit tics or habit spasms, 
like twitching, shrugging, shuffling, grinning, sighing, yawn- 
ing, echolalia (the repetition of words spoken by another, as 
for instance repeating a question before answering it), utter- 
ing curious sounds such as chirping, etc. Again, momentary 
inattention and absent-mindedness may be due to a mild form 
of petit mal, i. e., epilepsy. Sudden attacks of excitement, 
outbreaks of temper, destructiveness, hitting other children, 
and the like, suggest the presence of psychic epilepsy. Then 
there are the manifold movements characteristic of chorea ; 
and while true hysteria is a disease which does not develop 
before the adolescent age, there are quite a number of condi- 
tions in children which may be counted among hysterical 



symptoms. An emotional temperament is one of them, and 
the instability of will and irresponsibility, another. These 
symptoms are very often found in young girls who seem to 
be predestined to develop true hysteria unless preventive 
measures are taken at the right time. It has been observed 
by many that an exaggerated imagination and selfishness, or 
rather self-centeredness, go with these symptoms ; and that 
deviations from the truth and often surprising fabrications 
are characteristics of this condition. Children's lies are a 
chapter in themselves. Books have been written on the child 
as a witness, showing how unreliable are the statements of 
children, even of those who are usually considered truthful. 
Stubbornness and disobedience, qualities Avhich are usuall}^ 
judged in the sense of disciplinary conditions, may reveal 
themselves to the careful observer as danger-signals indicat- 
ing disease of some kind 

"Defective teeth are invariably a danger-signal. They 
may prove the existence of various functional diseases, hered- 
itary or acquired, which prevent their proper formation and 
growth ; or they may point to malnutrition and other tem- 
porary causes. In every instance, defective teeth interfere 
with the proper mastication and digestion of food ; with the 
protection of the nasal-pharyngeal cavity ; and Avith proper 
articulation 

"It has often been suggested that left-handedness is a 
danger-signal. It certainly indicates a deviation from typical 
conditions. Right-handedness is a very ancient characteristic 
of the human race and even primitive peoples are practically 
right-handed. Left-handedness is therefore not to be con- 
sidered in the light of a primitive trait. As a matter of fact, 
left-handed individuals are found among the very intelligent 
and skillful ; left-handedness is, then, not in itself a danger- 
signal unless it is coupled with other defects. It has been 
shown that the usual right-handedness may have one cause 
in the arrangement of the blood supply from the heart which 
favors the right arm ; left-handedness would, therefore, mean 
a reversion of this arrangement. 

"Another cause of the right-handedness of a great ma- 
jority of men, however, is the stronger development of the 
left hemisphere of the brain. When, therefore, left-handed- 
ness is connected with speech-defects, as it often is, it would 
reinforce a diagnosis of defective central condition ; for 
speech-defects, unless caused by anatomical defects in the or- 
gans of speech, can be explained only by under-development 
or lesion in the speech-centers of the left hemisphere. Speech 
defects are most pronouncedly danger-signals. 



"Here we come to the large number of danger-signals in 
the development of the nervous system. And this is at the 
same time the province of psychological disorders. It must, 
however, again be stated that there is a constant interaction 
between bodily and psychic conditions, and that it is impos- 
sible to separate absolutely the psychical from the physical, 
l^odily symptoms will indicate psychic defects, and psychic 
symptoms will indicate disturbance of physiologic functions. 
Some of the danger-signals in this province are changes in 
temperament (crying or laughing readily) and unwarranted 
attacks of temper ; rapid fatiguing and disinclination for ef- 
fort; drowsiness; excitability; insomnia. Of the habit 
spasms I have already spoken. Then there are defects of 
memory and judgment as well as lack of determination and 
decision. A mechanical memory alone is not a sign of in- 
telligence, and is found in remarkable development even 
among imbeciles. Precocity is another sign of eventual 
nervous strain and derangement 

"In determining growth periods there has recently been 
made the very helpful distinction between the chronological, 
anatomical, physiological, and psychological age of children. 
A boy of twelve in years is not necessarily a boy of twelve 
in development. Even if his anatomical growth be normal 
for his age, his physiological function or his psychological 
evolution may lag behind, so that he is actually only nine or 
ten years old. Or it may be the other way : he may be mental- 
ly normal or even precocious, and backward in weight and 
size. Any such discrepancy will cause a tension fraught with 
danger. 

' ' Our first care must be therefore to discover whether or 
not the anatomical structure and the physiological function 
in a child correspond to the age standard. This will imply 
body measurements and a nvuuber of tests and observations, 
some of which may be made in the home and in the school- 
room while others require the co-operation of a physician. 

"Child study, it Avill be remembered, implies the strictest 
co-operation of educator and ph3^sieian." 



10 



Nattattal AaHonatton for t\^t ^tubg tinh ^hntntxan of 

A. Name of person making report: 

B. Date of report : 

1Ett0logiral ^tatfrnftita 

1. Name of child in full: 

2. Date of birth of child : 

3. Birthplace of child : 

4. If foreign born, when did the child come to this 
country ? 

5. White or colored? 

6. FATHER: a. Full name: 

b. White or colored: 

c. Address, business : Telephone : 

" home: " 

d. Occupation : 

e. Date of birth: 

f. Birthplace. 

g. Living or dead? 

If dead, state cause and time of 
death : 
h. Married more than once? Is child 
born of first or any other marriage? State details : 



i. Organic diseases he has had, includ- 
ing venereal: 

j. Mental, brain and nervous diseases: 
(underline) Epilepsy, insanity, neuroses, striking 
personality, precocity, weak-mindedness, intemper- 
ance, crime, suicide, etc. 

Use spare space for further description. 



k. Temperament: 

1. Additional information 



11 



ER 


: a. 


Full name before marriage : 




b. 


White or colored: 




c. 


Address, business : Telephone : 
" home: " 




(1. 


Occupation: if- Before marriage : 
( b. After marriage : 








e. 


Date of birth : 




f. 


Birthplace : 




&• 


Living or dead? 

If dead, state time and cause of 

death : 




h. 


Married more than once? Is child 
born of first or any other mar- 
riage? State details: 



i. Organic diseases she has had, includ- 
ing venereal : 

j. Mental, brain and nervous diseases; 
(underline) Epilepsy, insanity, neuroses, striking 
personality, precocity, Aveakmindedness, intemper- 
ance, crime, suicide, etc. 

Use spare space for further description. 



k. Temperament: 

1. Additional information: 



8. Religious connections of parents : J ^i^T^^^ " 

9. Are father and mother blood relations? 
If so, how near? 

10. Age of father at marriage: At birth of child: 
Age of mother at marriage : At birth of child : 

11. Was child born in marriage or out of marriage? 

12. Give order of births of all children, marking the one 
Avhose history is given with * : 

12 



1. 

2. 
3. 

4. 
5. 
6. 
7. 
8. 
9. 
10. 



Date 



Sex: 



Living: 



Cause of 
Death: 



Still Birth:^ 



Miscarriage: 



1. 

2. 

3. 
4. 
5. 
6. 
7. 
8. 
9. 
10. 



Full Term: 



Short Term: 



Labor: 



Physical con- 
dition of child 



Mental con- 
dition of child 



13. 



*State cause if any is known. 

carriage counts as a child. 
State any further facts about 
which birth of child occurred : 



A still birth or mis- 



the conditions under 



14. Is there anything remarkable to report concerning 
the mother's pregnancy with the child? Sickness? 
Violent emotional storms? Fear? Anxiety? Con- 
vulsions ? Etc. 

15. PATERNAL GRANDPARENTS: Were they blood 

relations ? 
GRANDFATHER : GRANDMOTHER : 

a. Name : a. 

b. White or colored : b. 

c. Occupation: c. 

d. Date of birth? d. 

e. Birthplace: e. 

13 



h. 



f. Living or dead : f . 

Cause and time of death : 
Organic diseases: g. 

(See 6, i.) 
h. Mental and nervous diseases : 

(See 6, j.) 
i. Temperament: 
j. Additional information: 
16. ]\IATERNAL GRANDPARENTS 
relations ? 
GRANDFATHER: 
Name : 

White or colored : 
Occupation : 
Date of birth : 
Birthplace : 
Living or dead? 
Time and cause of death : 
Organic diseases: 
(See 6, i.) 
h. Mental and nervous diseases : h. 

(See 6, j.) 
i. Temperament: i. 

j. Additional information : j. 

17. Any information which can be given about 
Uncles : 
Aunts : 

Other relatives: 
Remoter ancestors: 



g- 



Were they blood 

GRANDMOTHER: 
a. 
b. 
e. 
d. 



g- 



1. Was there deficient animation in the child at birth? 

2. Had the child convulsions, fits, spasms or spells, soon 
after birth ? 

3. Was the child nursed ? 
By whom'? 

How long? 

4. May any unfavorable influence have resulted there- 

from, such as insufficient nourishment thru the 
mother, or the transmission of syphilis and other 
injuries, etc. ? AVhat medication was mother sub- 
jected to during nursing? 

5. Or was the child bottle-fed? 
State nature of feeding, time, etc. 

14 



6. How often was the child vaccinated ? 
When? 

Did it take ? 

Were changes noticeable after vaccination? 

When? 

7. When did the child first smile ? 

8. When did the child first sit up? 

9. When did the child first stand up? 

10. When did the child learn to walk? 

11. When did the child learn to talk? 

12. How did language develop ? 

13. When did the nightly bed-wetting cease? Or 
does it still take place? Regularly or occa- 
sionally ? 

14. State whether and wiien child had affection of: 
Lungs : Stomach : Heart : 
Colon : Liver : Kidneys : 
Thyroid Gland : Appendix: Bladder: 
Genital Organs : Other vital organs : 

In each case, state time and nature of affection. 

15. Give date of Measles : Whooping cough : 
Scarlet fever : Diphtheria : 
Varioloid : Smallpox : 
Cerebro-spinal meningitis : Typhus : 
Scrofula : Rickets : 
Ophthalmia : Infantile paralysis : 
Inflammation of bowels : Rupture : 
Neuralgia : Pneumonia : 
Hemorrhage : Rheumatism : 

Ear disease : Eye disease : 

Difficulties of nose and throat: Headaches: 
Fevers without apparent cause : Head eruptions : 
Fits and convulsions : Epilepsy : 

St. Vitus Dance (Chorea) : Insanity: 

Inflammation of the brain : 

In each case state character of affection, and whether 
any traces are left. Cross out what child has never suffered 
from. 

16. W^hen did child get first teeth ? 

Was teething accompanied by illness, convulsions, 
loss of consciousness, etc.? 

17. Have second teeth come? 
How many? 

18. Has the child ever received, directly or indirectly, 
any injuries to the head, concussion of the brain, 

15 



etc.? Has he had any falls? If so, when, and what 
consequences followed them? 
19. Has the child ever undergone any surgical operation? 
What kind ? When ? Name of surgeon : 

Consequences : 

SfBrri;itton of (!II]tl& 

1. Height, without shoes or stockings: 

2. Weight, without clothing : 

3. Color of hair : Color of hair of father : mother : 

4. Color of eyes : Color of eyes of father : mother : 

5. Child resembles Avhich parent or ancestor? 

6. Describe any peculiarity in the form or size of the 
head : 

7. Describe anj^ peculiarity of the features : 

8. Is the child a mouth breather? 

9. Describe the present condition of teeth : 

10. Does the child squint ? 

11. Has the build of the body any striking peculiarity? 
Neck: Thorax: 

12. Does the skin show any peculiarity? 

13. Have postures and gait anj'^ striking peculiarity? 
Does the child walk unsteadily ? 

" '' " " bent forward? 
" " " " Avith fully extended or with 
bended knees? 

14. How does the child go up and down stairs? 

15. Is the child deformed or crippled? 

16. Are the hands normally constructed ? 
Do they feel warm, or cold, or flaccid? 
Does the child grasp with the right hand? 
With the left hand? 

With both hands? 

Can child voluntarily spread and bend fingers? 

Can child eat alone? 

Can child drink alone? 

Can child dress completely? 

Can child undress completely? 

Are any weaknesses of the muscles of hands or 

fingers present? 

17. Do noticeably peculiar movements appear? 

Of hands? Legs? Face? Muscles? 

18. Are any of the child's limbs lame or stiff? If so, 
what is the reason? 

16 



3Futtrtitm0 

1. Does the child masticate food properly? 

2. Is digestion normal? 

Do digestive disturbances appear ? 

3. In the case of an adolescent girl : 
When did she begin to menstruate ? 

Are there any difficulties of menstruation? Which? 

4. Does child wet clothing ? Bed ? 
Does child soil clothing? Bed? 

5. How does the child sleep? 

Does nightly awakening in alarm, or somnambulism, 

appear? 

Does child sleep with closed or open windows? 

Does child sleep in the dark or with light burning? 

Does child sleep alone in bed and room? 

6. Are any disorders of sense apparent? 
Hardness of hearing? Short-sightedness? 
Far-sightedness? Astigmatism? 
Hyper-sensitiveness of skin ? 

Dull sensibility to stimuli upon the skin, like those 
produced by warmth, cold impact, pressure, tickling, 
etc.? 

Deficient sense of taste ? 
Deficient sense of smell ? 
Deficient sense of touch ? 
Deficient muscular sense ? 
Deficient sense of balance? 

If there is hyper-sensitiveness of any of the sense or- 
gans, state so. 

7. Are any disturbances of speech present? 
Stammering : Stuttering : 
Impetuous speech : Sluggish speech : 
Lisping : Indistinctness : 

8. What kind of baths is the child accustomed to? 
At what frequency? 

Has there ever been any hydrotheraphy employed? 

Moral &tatua 

1. Is sexual excitement noticeable? 
Has there been sexual intercourse? 

2. Has the act of self-abuse, or masturbation, been ob- 
served ? 

3. Does the child evince normal love for parents, broth- 
ers and sisters? 

Or does child care for them only to accomplish selfish 
ends? 

17 



4. Does child obey willingly? 

If not, how is disobedience shown ? 

5. What correction, if any, has been used at home? 
What was the result? 

6. Is the child religiously inclined ? 

7. Has the child the feeling of reverence? 

8. Is the child respectful? 

9. Does the child show self-respect? 
Has the child the sense of modesty ? 

10. Has the child the sense of responsibility? 

11. Has the child seriousness of purpose? 

12. Does the child manifest any dangerous traits of 
character? 

Does the child tell falsehoods? 
Does the child deceive ? 
Is child destructive ? 

To furniture? To books? To anything else? 
Is child dangerous with fire? 
Is child cruel to animals? To other children? 

13. Is the child inclined to run away from home, or 
school, or does he show nomadic tendencies in other 
ways? 

14. Does the child otfer any special difficulties to guid- 
ance in still other respects? If so, in wiiat do they 
consist? 

^pruliarittfH anb iJ^abtta 

1. Does the child show morbid conditions of fear? 
How are these conditions expressed? 

2. Is the child of a gay, or of sober mood? 

3. Is the child of a nervous temperament? 

4. Does the child laugh or cry easily without cause? 

5. Is the child easily affected by suggestion? 
Is he given to auto-suggestions? 

Has he created for himself imaginary companions? 
At what age? Describe: 



6. Is the child sympathetic, or indifferent, or malignant, 
in the f)resence of others' pain? 

7. Does thp ohild like to nag others? 

18 



8. Does the child quarrel easily? 
Is he peaceable 1 

9. Is child communicative? Self-centered? 

10. Is the child social? Retiring? 

11. Is the child kind? Malicious? 

12. Does the child appear capricious? Spiteful? 
Violent? Passionate? 
Under what circumstances ? 

13. Is the child lazy? Slow? Quiet? 
Lively? Restless? Excitable? 

14. Is the child neat and clean in dress? 
In room? 

15. How are the child's table manners? 
Does the child use knife and fork? 
Or spoon only? 

Does the child chew with open or closed lips? 

Is there preference for any food? Or drink? 

Is child gluttonous? 

Is there aversion for any food or drink? 

Does the child try to eat, or eat uneatable things? 

Does the child use tobacco? Intoxicants? 

16. Has the child any other habits, capacities, peculiari- 
ties or fads? What are they? 



1. Does the child possess some prominent gift? 

2. Does the child appear to be ahead of other children 
of same age? If so, describe: 

3. Has the child's development appeared to be behind 
that of other children of same age? 

If so, since when, and in what respects ? 

4. Has the child a good or a poor memory? 
Is it mechanical or logical? 

5. How is the child's attention? 

6. Can child concentrate, or is he scatter-brained? 

7. Is the child's thought connected or disconnected? 

8. Is the child's reaction short or long? 

9. Has the child the ability to conceive clearly? 

10. How is the child's power of imagination? 

11. How is the child's power of imitation? 

12. Has the child initiative? 



13. Has the child creative ability? 

14. Has the child the power of judgment and self- 
direction? 

Ifx Is the child circumspect? Deliberate? 

Reckless? Thoughtless? 

16. Can the child freely and intelligently repeat any 
story ? 

What, for example ? 

17. Has the child already received instruction? Where, 
when, how long, from whom? 

What of its success ? 
What school grade has he reached? 
In what subjects of instruction does the child accom- 
plish most ? 

In what subjects has there been the least success, and 
what was the probable cause? 

18. Can the child read? How much? 
What reader has be mastered? 

10. Can the child write ? How much? 

Is there any peculiarity about the writing? 

20. Can the child draw? * Paint? Model? 
Sew ? Weave ? 

21. Can the child distinguish colors? What colors? 

22. Does the child distinguish form? Give details? 

23. What are the child's ideas of number? 

Can he count ? How many ? 

Can he add? Subtract? 

Multiply? Divide? 

Can he generally compute with certainty? 
What books, if any, has he used? 

24. What are the child's ideas of time? 

Does the child know past, present and future ? 
Can he understand different lengths of time? 

25. What is the child's idea of distance? 

26. Can the child locate himself easily? 
Can he find places? 

27. Can the child run errands? 

28. Is the child fond of music? 
Can he carry a tune? 

Does the child play an instrument? 

29. Does the child like to busy himself, and self-actively. 
as in playing and learning? 

30. With what does the child like best to busy himself? 

31. Is the child skillful or helpless in practical occu- 
pations? 

32. Can the child handle tools? 

20 



33. What can the child make ? 

34. Can the child do housework? What kind? 

35. Can the child throw a ball ? 
Can the child catch a ball? 

36. Can the child tie and untie a knot ? 

37. For what does he show special interest and skill? 

(Sfttrral 

1. Are the exceptional symptoms continuous or peri- 
odic? In the latter case, at what intervals do they 
appear? And with what other symptoms are they 
connected? (e. g. digestion, menstruation, etc.)? 



Can any special cause be assigned for the child's 
condition, such as: 

Errors of education? 

Long accustomed inactivity? 

Bodily or mental over-exertion? 

Violent emotional storms, fright, fear,, anxiety, 

etc. 



What medical means have been applied heretofore 
to remove the atypical conditions? When, by whom, 
and with what success? 



DIRECTIONS 

Please answer these questions as fully and accurately as 
you can; if necessary, with the assistance of your family 
physician or consulting specialist. 

Write as plainly as you can, so that there be no chance 
of misreading your answers. 

All information given in reply to these questions, desir- 
able and necessary as it is for a full understanding and diag- 
nosis of the case, will be considered confidential. 

It is requested to send photographs of the child at dif- 
ferent stages of development. If parents wish these photos 
returned they are expected to permit the school to take copies 
for its record of the child's case. 
21 



i^rlj^Jiuk 2 



lol^g M^aBur^mfttta 



The following' table is intended for a reeord of body 
measurements. The best outfit for taking these is a physi- 
cian's scale, a stadiometer or measuring rod for measuring 
height, a pair of chest depth calipers, a pair of chest breadth 
calipers, anthropometric tape (steel) and a spirometer. 

The measurements should be taken over the unclothed 
body so as to allow accuracy and complete observation. 
Wherever that is impossible, only a minimum of clothing 
should be allowed, the weight of which can be easily de- 
ducted. Clothing is usually heavier than it is thought, and 
constitutes a source of considerable error. In measuring 
large numbers of children, this error may be minimized ; but 
in following up the height and weight of an individual child, 
errors of a few pounds in weight or of an inch in height may 
obscure the oncoming of disease. 

Again, it is best to measure the same child always at the 
same hour of the day. It has been shown that the weight of 
the body varies several pounds at different times during the 
day ; that there is a daily rhythm, owing to the various meta- 
bolic conditions during the time of active life in contrast to 
rest periods. Observations seem to w^arrant the suggestion 
that the best time for obtaining a fairly stationary figure 
for weight is in the middle of the forenoon. 

It is, furthermore, more important that the figures for 
height and weight should correspond than that a child be 
average in these measurements. In other words, a child may 
represent a smaller, or a larger, type without danger to his 
development. But if he should weigh less than the average 
boy of his age, yet his height be average or even above the 
average, or vice-versa, there is reason to investigate. Exces- 
sive or distinctly stunted growth is of course also abnormal. 
But it has been found that in general the larger and taller 
children are more successful than the smaller ones. Loss 
of weight is a danger signal. 

Attention is again called to the tension which may be 
caused by discrepancies between the chronological, anatomi- 
22 



cal, physiological and psychological age of a child. Stunted 
growth and underdeveloped functioning, coupled with over- 
alert and precocious mentality (cf. the author's paper on 
"The Exceptionally Bright Child." Reprint from the Pro- 
ceedings of the First Annual Conference on the Problem of 
the Exceptional Child, April, 1910), will predispose a child 
for a collapse. And there are children with precocious phy- 
sical growth unaccompanied by corresponding mental de- 
velopment, often being decidedly backward intellectually. 
Absolute normal poise, when all the different aspects of hu- 
man personality are well related, is comparatively rare. 

The following tables, taken from Hastings' Manual of 
Physical Measurements, with the centimeters figured in 
inches and the kilos figured in pounds, will give the results 
of measurements of many children for comparison with the 
figures obtained for the individual child under observation. 



HEIGHT AND WEIGHT MEASUREMENTS OF 
BOYS 



From Hastings' Manual of Physical Measui-enients 



Mean: 



Mean: 





Age of 5 






Age of 6 




cm in kilo 


lbs cm in kilo 


lbs 


112.00 


44.01 21.02 


46.24 


116.00 


45.58 


21.92 


48.22 


110.00 


43.23 19.20 


42.24 


114.00 


44.79 


20.85 


45.87 


108.00 


42.44 18.84 


41.44 


112.00 


44.01 


19.89 


43.75 


106.00 


41.65118.26 


40.17 


110.00 


43.23 


19.49 


42.87 


104.00 


40.87 17.50 


38.50 


108.00 


42.44 


19.02 


41.84 


102.00 


40.08 17.29 


38.03 


106.00 


41.65 


18.21 


40.06 


100.00 


39.30 16.31 


35.88 


104.00 


40.87 


17.82 


39.20 


98.00 


38.51 15.99 


35.17 


102.00 


40.08 


16.361 


35.99 


105.78|41.75|17.86 


39.29||110.67|43.49|19.37 


42.61 


A^e of 7 


Age of 8 




122.00147.94 


24.51 


53.94 


127.00 


49.91 


26.93 


59.24 


120.00 


47.15 


22.78 


50.12 


125.00 


49.12 


24.64 


54.20 


118.00 


46.36 


22.00 


48.40 


123.00 


48.33 


24.47 


53.63 


116.00 


45.58 


21.50 


47.31 


121.00 


47.54 


23.74 


52.22 


114.00 


44.79 


21.00 


46.21 


119.00 


46.75 


22.35 


49.17 


112.00 


44.01 


19.48 


42.86 


117.00 


45.97 


21.77 


47.89 


110.00143.23 


19.39 


42.67 


115.00 


45.18 


21.11 


46.44 


108.00|42.44 


18.38 


40.45 (113.00 


44.40 


19.72 


43.38 


115. 69145. 46|21. 30 


46.49||121.31|47.67|23.14 


50.90 



23 



Age of 9 



Age of 10 



cm 


in 


kilo 


lbs 


cm 


in 


kilo 


lbs 


132.00 


51.87 


28.36 


62.39 


136.00 


53.44 


30.82 


67.80 


130.00 


51.08 


27.26 


59.97 


134.00 


52.65 


29.15 


64.13 


128.00 


50.29 


26.87 


59.11 


132.00 


51.87 


28.14 


61.90 


126.00 


49.51 


25.54 


56.18 


130.00 


51.08 


27.53 


60.56 


124.00 


48.72 


24.70 


54.34 


128.00 


50.29 


26.27 


57.79 


122.00 


47.94 


24.07 


52.95 


126.00 


49.51 


25.78 


56.71 


120.00 


47.15 


22.72 


49.98 


124.00 


48.72 


24.90 


64.78 


118.00 


46.36 


21.49 


47.27 


122.00 


47.94 


24.01 


52.82 



Mean : 1 25.86|4 9 ^56 125.07| 55.15||1 30.95|51.46|27.85| 61.27 



Mean: 



Mean: 





Age of 11 






Age of 12 




142.00 


55.80 


34.78 


87.51 


146.00 


57.73 


37.56 


82.63 


140.00 


55.01 


32.40 


71.28 


144.00 


56.58 


35.74 


78.62 


138.00 


54.22 


31.08 


68.37 


142.00 


55.80 


34.54 


75.98 


136.00 


53.44 


30.29 


66.63 


140.00 


55.01 


34.04 


74.88 


134.00 


52.65 


29.51 


64.92 


138.00 


54.22 


33127 


73.19 


132.00 


51.87 


27.73 


61.00 


136.00 


53.44 


30.68 


67.49 


130.00 


51.08 


28.52 


62.74 


134.00 


52.65 


30.39 


66.85 


128.00 


50.29 


25.88 


56.93 


132.00 


51.87 


28.44 


62.56 


134. 90153. 01|29.86| 65.69| 


|140.29|55. 13132.981 72.55 





Age of 13 




Age of 14 




154.00 


60.51 


43.98 


96.75 


164.00 


64.45 


54.77 


120.49 


151.00 


59.33 


39.62 


87.16 


160.00 


62.8V 


48.50 


106.70 


148.00 


58.15 


38.18 


83.99 


156.00 


61.30 


45.50 


100.10 


145.00 


56.98 


36.06 


79.33 


152.00 


59.73 


42.33 


93.12 


142.00 


55.80 


35.30 


77.66 


148.00 


58.15 


39.46 


86.81 


139.00 


54.62 


33.66 


74.05 


144.00 


56.59 


36.85 


81.07 


136.00 


53.44 


31.82 


70.00 


140.00 


55.01 


34.74 


76.42 


133.00 


52.26 


29.09 


63.99 


136.00 


53.44 


30.76 


67.67 



Mean : 145.09|57.02|35.60| 78.32||151.02|59. 34| 39.73| 87.40 



170.00 
166.00 
162.00 
158.00 
154.00 
150.00 
146.00 



Age of 15 



66.81 
65.23 
63.66 
62.08 
60.51 
58.95 
57.37 



142.00|55.80 



60.45 
54.43 
52.95 
48.98 
44.54 
41.59 
38.68 
35.68 



132 

119 

116 

107 

97 

91 

85 

78 



173.00 
170.00 
167.00 
164.00 
161.00 
158.00 
155.00 



Age of 16 



)7.98 
;6.81 
;5.63 
54.45 



64.09 
58.07 
56.36 
55.00 



62.09 47.12 
60.91 44.09 



152.00|59.73|40.00 



140. 
127, 
123, 
121. 
116, 
103, 



88.00 



Mean : 158.18|62 .16| 46.95|103.29| |1 63.73|64.34| 52.90|116.38 



178.00 
175.00 
172.00 
169.00 
166.00 
163.00 



Age of 17 



69.95 
68.77 
67.59 
66.41 
65.23 
64.04 



160.00 62.87 
157.00|61.9^ 



63.56 
62.39 
58.64 
57.14 
55.97 
53.18 
49.88 
45.45 



139.83 
137.25 
129.00 
125.70 
123.13 
116.99 
109.73 



180.00 
177.00 
174.00 
171.00 



Age of 18 



70.72 
69.54 
68.36 
67.20 



168.00 66.02 
165.00 64.83 
162.00 63.66 
159.00j62.47 



66.27 
64.32 
62.73 
60.78 
57.27 
54.24 
54.36 
53.13 



1 6 9. 98|66.80|56 .82| 125.001 1 1 71.071 67 . 23 159.25| 
24 



145.79 
141.50 
138.00 
133.71 
125.99 
119.32 
119.59 
116.88 
130.35 



Mean : 





Age 


of 19 






Age of 20 




cm in kilo lbs cm in kilo lbs 


182.00 


71.52 


67.61 


148.74 


184.00 


72.30 


74.77 


164.49 


179.00 


70.34 


65.11 


143.24 


181.00 


71.12 


66.93 


147.24 


176.00 


69.16 


64.09 


140.99 


178.00 


69.95 


65.18 


143.39 


173.00 


67.98 


61.93 


136.22 


175.00 


68.77 


63.68 


140.09 


170.00 


66.81 


60.60 


133.32 


172.00 


67.59 


60.45 


132.99 


167.00 


65.63 


58.91 


129.60 


169.00 


66.41 


59.32 


130.52 


164.00 


64.45 


56.95 


125.29 


166.00 


65.23 


59.14 


130.10 


161.00 


63.27 


52.67 


115.87 


163.00 


64.04 


54.59 


120.09 


171.89|67.52|61.71|135.76||172.22|67.67|61.09|134.39 



HEIGHT AND WEIGHT MEASUREMENTS OF 
GIRLS 

From Hastings' Manual of Physical Measurements 



Age of 5 



Age of 6 



cm 


in 


kilo 


lbs 


cm 


in 


kilo 


lbs 


112.00 


44.01 


20.74 


45.621 


116.00 


45.58 


21.36 


46.99 


110.00 


43.23 


18.71 


41.16 


114.00 


44.79 


20.20 


44.44 


108.00 


42.44 


18.86 


41.49 


112.00 


44.01 


19.64 


43.20 


106.00 


41.65 


18.22 


40.08 


110.00 


43.23 


19.01 


41.82 


104.00 


40.87 


17.27 


37.99 


108.00 


42.44 


18.28 


40.21 


102.00 


40.08 


16.84 


37.04 


106.00 


41.65 


17.73 


39.00 


100.00 


39.30 


16.02 


35.24 


104.00 


40.87 


16.93 


37.24 


98.00 


38.51 


15.23 


l33.50] 


102.00 


40.08 


16.31 


35.88 



Mean: 105.38|41.41|17.32| 38.10||109.90|43.19|18.50| 40. 70 





Age of 7 






Age of 8 




121.00 


47.54 


23.04 


50.68 


126.00 


49.51 


25.53 


56.16 


119.00 


46.75 


22.44 


49.36 


124.00 


48.72 


23.98 


52.75 


117.00 


45.97 


20.78 


45.71 


122.00 


47.94 


23.24 


51.12 


115.00 


45.18 


20.76 


45.67 


120.00 


47.15 


22.18 


48.79 


113.00 


44.40 


20.10 


44.22 


118.00 


46.36 


21.49 


47.27 


111.00 


43.61 


19.65 


43.23 


116.00 


45.58 


20.85 


45.87 


109.00 


42.82 


18.42 


40.52 


114.00 


44.79 


20.23 


44.50 


107.00 


42.04 


17.38 


38.23 


112.00 


44.01 


18.90 


41.58 



Mean: 114.95i45.17l20.70l 45.54||120.16|47.22|22.17| 48.77 





Age of 9 






Age of 10 




132.00 


51.87 


28.61 


62.94 


136.00 


53.44 


31.40 


69.08 


130.00 


51.08 


27.06 


59.53 


134.00 


52.65 


29.20 


64.24 


128.00 


50.29 


25.90 


56.98 


132.00 


51.87 


28.14 


61.90 


126.00 


49.51 


25.33 


55.72 


130.00 


51.08 


26.59 


58.49 


124.00 


48.72 


23.85 


52.47 


128.00 


50.29 


26.31 


57.88 


122.00 


47.94 


23.35 


51.37 


126.00 


49.51 


25.32 


55.70 


120.00 


47.15 


22.76 


50.07 


124.00 


48.72 


24.24 


53.32 


118.00 


46.36 


21.34 


46.94 


122.00 


47.94 


22.70 


49.94 



Mean : 126.17|49.59|24.90| 54.78||131.29|51.59|27.16| 59.7 5 



25 



Aj>e of 11 



Mean: 



cm 
142.00 
140.00 
138.00 
136.00 
134.00 
132.00 
130.00 
128.00 
135.16 



in 
55.80 
55.01 
54.22 
53.44 
52.65 
51.87 
51.08 
50.29 
53.12 



kilo 
34.03 
31.82 
31.25 
30.27 
28.35 
28.07 
27.73 
24.73 
29.00 



lbs 
74.86 
70.00 
68.75 
66.59 
62.37 
61.75 
61.00 
54.40 
63.80 



cm 

152.00] 
149.00 
146.00 
143.00 
140.00 
137.00 
134.00 
13J.^0 
142.03 



Age of 12 

kilo 
42.36 
38.86 
36.93 
34.85 
32.62 
30.80 
29.58 
|27^.50 
1 3 3.0 6 1 



in 
59.73 
58.55 
57.37 
56.19 
55.01 
53.83 
52.65 
51.4^7 
55.81 





Age of 13 






Age of 14 




156.00 61.30 


45.91 


101.00 


164.00 


64.45 


51.27 


112.79 


153.00 


60.12 


42.73 


94.00 


161.00 


63.27 


48.89 


107.55 


150.00 


58.95 


40.26 


88.57 


158.00 


62.09 


45.91 


101.00 


147.00 


57.77 


38.41 


84.50 


155. 00160.91 


45.98 


101.15 


144.00 


56.59 


35.05 


77.11 


152.00 


59.73 


43.13 


94.88 


141.00 


55.41 


34.09 


74.99 


149.00 


58.85 


41.42 


91.12 


138.00 


54.23 


31.14 


68.46 


146.00 


57.37 


38.07 


83.75 


135.00 


53.05 


29.54 


64.98 


143.00 


56.19 


35.05 


77.11 



Mean : 1 48.53|58.35| 37.94 1 83.46||153.17 |60.19|42. 9 2| 94.42 



Mean: 





Age 


of 15 






Age of 16 




162.00 


63.66 


53.18 


116.99 


164.00 


64.44 


54.48 


119.85 


160.00 


62.87 


49.45 


108.79 


162.00 


63.66 


52.36 


115.19 


158.00 


62.08 


48.49 


106.67 


160.00 


62.87 


53.50 


117.70 


156.00 


61.30 


47.05 


103.51 


158.00 


62.08 


50.40 


110.88 


154.00 


60.51 


45.34 


99.74 


156.00 


61.30 


50.00 


110.00 


152.00 


59.73 


45.00 


99.00 


154.00 


60.51 


49.09 


107.99 


150.00 


58.94 


44.09 


96.99 


152.00 


59.73 


46.82 


103.00 


148.00 


58.15 


40.60 


89.32 


150.00 


58.94 


45.55 


100.11 


156.79|61.61|46.71|102.76 


|157.93|62.00|50.38|110.83 



165.00 
163.00 
161.00 
159.00 
157.00 
155.00 
153.00 
151.00 



Age of 1 7 



64.83 
64.04 
63.26 
62.47 
61.96 
60.90 
60.11 
59.33 



57.95 
53.64 
50.15 
49.85 
50.45 
48.49 
50.23 
48.49 



127.491 
118.001 
110.30 
109.671 
110.99] 
106. 67i 



Age of 18 



166.00165.23 
164.00i64.44 
162.00|63.66 
160.00)62.87 
158.00162.08 
156.00161.30148.82 

110.50! 154.00160.51147. 

106.67^1 



55.45 
53.18 
51.06 
50.85 
48.96 



.54.00 60. 51147. 84 
.52^00[5^9.7^j46^0 



121.99 
116.99 
112.33 
111.87 
107.71 
107.40 
105.24 
102.74 



Mean : 159.40|62.63|50.44|110.96 | |159.74|62.77|50.16|110.35 





Age of 19 


Age of 20 




166.00 


65.23 


55.60 


122.32 


166.00|65.23 


56.99 


125.37 


164.00 


64.44 


55.91 


123.00 


164.00|64.44 


53.64 


118.00 


162.00 


63.66 


54.09 


118.99 


162.00|63.66 


52.05 


114.51 


160.00 


62.87 


50.91 


112.00 


160.00|62.87 


51.82 


114.00 


158.00 


62.08 


50.45 


110.99 


158.00|62.08 


51.88 


114.13 


156.00 


61.30 


50.09 


110.19 


156.00161.30 


51.14 


112.50 


154.00 


60.51 


46.14 


101.50 


154.00 60.51 


50.45 


110.99 


152.00 


59.73 


44.85 


98.671 


152.00 59.73 


45.00 


99.00 



Mean : 160.09|62.90|51.43|113.14| |160.81|63.19|52.27|114.99 
26 



J^attuttal Aasnriation for tijp §^tnh^ nnh lEliuratiiin of 



©rat (UarJia 



Auatumiral 

NAME OF CHILD. 



Moby Msaswcnnenta 
BORN 



Date 1 1 1 1 1 1 i 1 1 1 1 1 


Height, standing 1 1 1 1 1 1 1 1 1 1 1 1 


Height, sitting 1 1 1 1 1 1 1 


Weight 1 1 1 1 1 1 1 1 1 1 1 1 


Girth, neck 1 1 1 1 1 1 1 1 1 1 1 1 


* 


* r. arm 1 1 1 1 1 1 1 1 1 1 1 1 


' 


' r. arm bent 1 I | | I I I ! i I I I 


' 


' 1. arm 1 1 1 i 1 1 1 1 1 1 1 1 


* 


* 1. arm bent ! I | | I I I I I I 1 I 


t 


* chest deflate i ! | | | | | | | I | | 


i 


' chest inflate | | | | | | | | | | | | 


Diam., chest a.p. | | 1 1 1 1 1 


chest trans. | | 1 1 1 1 1 


Lung capacity | | 1 1 1 1 1 1 1 


Shoulders, diameter | | 1 1 1 1 1 1 1 


Hips, diameter | | 1 1 1 1 1 1 1 


Girth, hips | | 1 1 1 1 1 1 1 


' 


* abdomen 1 ! 1 1 1 1 1 1 1 1 1 1 


' 


' r. thigh 1 1 1 1 1 1 1 1 1 1 1 1 


' 


1- thigh 1 1 1 1 1 1 1 1 1 1 1 1 


' 


' r. calf 1 1 1 1 1 1 1 1 1 i 1 1 


* 


' 1-calf 1 1 1 1 1 1 1 1 1 1 1 1 


' 


' head 1 1 1 1 1 1 1 1 1 1 1 1 


Head, a.p. diameter | | | | | | | | | | | 


" trans, diam. 1 1 I I I I 1 1 1 1 1 


Temperature 1 1 1 1 1 1 1 1 1 1 1 


Pulse 1 1 1 1 1 1 1 1 1 1 1 


Respiration 1 1 1 1 1 i 1 1 1 



27 



Spmarka on Mmsmtmtnts 



Date 


Entries 
















































































" 







28 



^rif^Jiub 3 



Mf JJtral iExam!«attnn 

The following blank provides for three medical examina- 
tions intended to be made in the course of a year, to watch 
eventual changes for the better or further developments 
downward. These examinations should be made by the visit- 
ing physician, or the medical examiner. He will make such 
suggestions as Avill regulate the daily physical regime of the 
child. 



29 



JJatuinal Asaortatiott f^r % i>tuhg an^ lEliuratioti of 
iHrbtral lExaminatimt 



NAME OF CHILD BORN 



Date: 








Physician : 








General 

Appearance : 








Nutrition : 








Head: 








Eyes: 
Pupillary 
Reactions: 

Light Accom- 
modation : 

Nystagmus : 

Squint : 








Ears: 

Malformation 

Discharge : 

Hearing : 








Nose: 








Mouth : 
Teeth: 

Tongue : 

Palatal Arch : 








Tonsils and 
Pharynx : 








Neck: 

Thyroid and 
Lymph Glands 









30 





mthical Examtnatton ((Sontinufb) 




Glands : 
Inguinal : 
Axillary : 
Epitroehlear: 








Chest : 

Deformities : 

Heart : 

Lungs : 








Spine : 

Deformities : 








Abdomen: 
Contour : 

Liver : 

Spleen : 

Tumor : 








Hernia : 








Genitals : 
Prepuce : 
Testicles : 
Clitoris : 
Labia : 

Malformation 
Discharge : 
Pubic hair: 








Extremities : 
Knee jerk : 
Ankle clonus: 
Bahinski 

ataxia : 
Tremor : 
Convulsive 

Movements 
Gait and 

Station : 
Prehension : 
Deformities : 









31 



^tlj^&uk 4 



Attatnmtral anh piigainlngtral Ixamtitattan 

This conipreliensive exainiuation by specialists, as pro- 
posed by the following blanks, may not have to be made in 
all cases ; or not the entire examination in every ease. Special 
conditions may make it desirable, however, to test out at 
least some of these data. Some of the tests mentioned in 
Schedule VII appear here also, in the province of sense per- 
ception. 



(A) Anatomical Datn Skeleton. 

(B) Anatomical Data Musculature. 

Characteristics. 

(C) Functional Tests. 



82 



5Jatt0«al AB00rtatuin for t\\e ^tuhg mh ^hnmtwn nf 
iExr^ptuinal OIl|tlbrptt 

®rat Olarba 
Anatnmiral ^Mftaa 



NAME OF CHILD 

DATE BORN . 



Skull, form (cf. measurements, and diagram chart) 

Normal ; mongol ; microcephalic ; macrocephalie ; hydro- 
cephalic ; other peculiarities : 
Ohest: (cf. measurements) 

Pigeon-breasted? 
Spine: 

Scoliosis? 
Shoulders : 

Kound ? 

Asymmetry? r: 1: 

Arms: 

Length : 

Rotch's Wrist tests: (cf. X-Ray pictures on reverse side 
of sheet.) 

Hands: r: 1: 

Number of fingers : r : 1 : 

Position of fingers : r : 
1: 
Legs: 

Length : r : 1 : 

Traces of hip disease? 

Genu valgus ? 

Genu varum? 

Arch of foot : r : 1 : 

Number of toes : r : 1 : 

Position of toes : r : 
1: 

Talipes calcaneus: 
' ' equinus : 
' ' valgus : 
' ' varus : 
Other Observations : 



X-Ray Pictures of Wrists: (On reverse side.) 



$3'atwnal AaBOriattnn for tl|r i^tuiy mxh iEiiuration of 
Sxrppltonal OIl|tlbrpn 

Anatomiral Muomlaturp flUiarartPrtatira, Sit. 



NA>rE OF CHILD 

DATE BORN 



Peculiarities of Face : 

Symmetry or asymmetry: 
NOSE: 

Form: 

Nares : 

Septum : 

Turbinates : 
MOUTH: 

Lips: 

Tongue : 

Teeth : 

Palatal arch : 

Uvula : 

Tonsils : 

Pharynx : 

Size: 
EARS: 

Form: 

Size: 

Position : 
BYES: 

Form: 

Size : 

Position : 

Color: 

Lashes : 

Brows : 
FOREHEAD: 

Form: 

Size: 

Wrinkles : 
SKIN: 

Color: 

Condition : 

34 



Atmtomtral Huarulatur? Ollfararlpriatiro. Set. 

Mammae: 

Abdomen : 

Genital Organs : 

Immature ? 
Prepubescent? 
Pubescent ? 
Adolescent ? 
Pubic hair : 
Adhesions? 
Irregularities : 
Malformations : 

Special Characteristics : 



Bemarks : 



3S 



National AaBortattou for tlje ^tuJ»g anil iE&uration of 
lExrpptional CEl|tllirrn 

®rat darba 
iFunrtinnal Stata 

NAME OP CHILD BORN 

DATE 

Special Senses : 

VISION:*) 

Distance : 

Aeuteness : 

Field : 

Focus : 

Astigmatism : 

Color : 

Eeading Center: 
HEARING:*) 

Distance : 

Direction : 

Accuracy : 

Speech Center: 

Tone perception: 
TASTE : * ) 

Sour : 

Sweet : 

Bitter : 

Foods : 

Non-foods : 

Special tests of aeuteness: 
SMELL:*) 

Foods : 

Flowers : 

Perfume : 

Various substances : 

Special tests of aeuteness : 

TOUCH:*) (also indirect, using stick, or pencil, or other imple- 
ments, for touching objects.) 
Soft and hard : 
Materials : 
Forms : 

Tactual memory : 
Special tests of aeuteness: 



TEMPERATURE SENSE: 

Warm: 

Cold : 

Acuteness : 
MUSCULAR SENSE:*) 

Graduated weights : 

Muscular memory: 

Weights identified: 

Weight illusions : 

Draw line : 

Walk board: 

Stand on r. foot: (Balance) 

Stand on 1. " ( " ) 

Throw Ball : 

Catch Ball : 

Tie Shoes: 

Untie Shoes: 

Thread Needles: 

Grip (dynamometer) : 

Localization : 

Find unhidden and hidden objects; 
Find way (blindfolded) : *) 

Chorea Tests : 

Front touch : 
Overhead touch: 
Back touch : 

Knee jerk: 

Habit Spasms : 

Neuroses : 



Speech : 

Articulation : 
Fluency : 

Structure of language : 
Aphasia : 
Stammering : 
Stuttering : 
Development : 

37 



Dexterity : 



Gait: 



Appetite : 



Digestion : 



Heart: 



Lungs ; 



Urination : 



Tests of urine, blood and feces on separate sheets. 
Von Pirquet Reaction : 



Wassermann Test : 



(*cf. Schedule VII.) 

38 



i^rtj^&ub 5 



This and the following blank require no comment. It 
will be well to keep the records accurate, as further develop- 
ments may have their explanation in the data thus recorded. 
It is, of course, to be hoped that the regime and diet laid out 
for a child will have a beneficial effect upon his mental and 
physical growth, and that the fighting of disease will save 
him from danger and decline. 



39 



JJatiunal ABBoriatum for tl|t ^tuiJg ^nh iEburatuin of 

iExrppltottal (EJitllirrn 

Spgtmrn nnb Witt 



NAiME OP CHILD 

DATE BORN 



No. Date Treatment P"^** In Charge of History Discont. 



40 



§rl|^bul^ fi 



53^attonal AsBortattfln for tly^ ^tuhij att& 1Eburatin« of 



NAME OF CHILD . . 




BORN 


Date: 


Physician: 


Diagnosis: 


Treatment: 


History: 





























































































41 



g^rljrbub 7 



Pl|ijat0-P0grljol05tral anb Mental ®f BtB 

These tests are not arranged, like the Binet Scale, by 
years, but b}' periods. It seemed futile to the author to 
establish exact grading by years, as no hard and fast lines 
can be drawn between what is characteristic for one or the 
other chronological year in a child's life. The measuring 
must allow considerable leeway here and there, and the 
standard applied must be elastic. But what can be done is 
to distinguish certain definite periods in a child's life, altho 
the boundaries of these periods may not be distinctly drawn, 
in years. The periods here differentiated correspond with 
the Culture Epoch division of child development as set forth 
in the author's books: "The Career of the Child from the 
Kindergarten to the High School", and "Some Fundamental 
Verities in Education" (both published by Richard G. 
Badger, Boston, Mass.) 

The Primary Period is that of the "human animal", 
meaning the human species as differentiating itself from the 
lower creation ; omitting babyhood, as babies do not come 
under the teacher's observation, this period covers the years 
from about 3 to about 5, or the so-called kindergarten age. 

The Elementary Period ("race period") represents the 
stage in which race characteristics are evolving from the 
general human potentials. Age about 6 to 11. 

The Intermediate Period comprises the years from 12 
to 15, or thereabouts, and is the nation-forming, the 
pubescent period. 

In the Advanced Period, family and individual traits 
will manifest themselves. It is the age from 15 upward to 
maturit3^ 

Care has been taken to avoid the introduction of special 
or elaborate apparatus as far as possible. Thus the tests 
can be made in any schoolroom or home. They are so 
planned that many of them, if not all, can be presented in 
the form of agreeable exercise and play; others will form 
the subject of pleasant and seemingly, to the child, spontan- 
eous conversation and pastime. Thus the child will be 
42 



perfectly at ease and will not be awed bj^ a laboratory at- 
mosphere. 

It is obvious that these tests cannot be expected to be 
completed in one sitting. They will extend over a longer 
or shorter period of time. Only so much should be done in 
one examination as can be accomplished without straining 
the child. Rest and recreation periods can be utilized. 
Other tests can be made part of the schoolroom work. In a 
measure, they may be utilized in place of the traditional 
examinations, to determine a pupil 's maturity for promotion. 

In applying these tests, it is well to remember that a 
child who is chronologically supposed to be in a higher 
group, must first give evidence that he has physio-psycho- 
logically and mentally outgrown the lower periods. There- 
fore he should show that he can master the previous devel- 
opment tests with ease before he is even tried in his own 
group. And it may be best to apply the same line of exam- 
ination first from the first to the last group. To explain: 
give first the visual tests, ascending from the primary group 
to the next, as far as the child can go. Then do the same 
with the aural tests, and so on. 

Within each period, when more than one test is pre- 
sented in any one subject of examination, some are ar- 
ranged in a tentative ascending scale, so that the different 
ages within the period may be more exactly, even tho 
approximately, determined. Thus, the firstseriesof such 
a test is intended more particularly for the first year or 
division within the period ; the second series for the 
second year, or division, and so on. Likewise, those tests 
which are numbered (1), (2), etc., or (a), (b), etc., are ar- 
ranged in a somewhat ascending scale. However, this scale 
must not be taken too literally and mechanically, as there 
are as yet no definite facts to serve as an absolute basis or 
gauge, and we must allow for variations in aptitudes and 
opportunities. It may merely be accepted as a guide. 

Whether the grading is in every instance correct will 
have to be investigated. It may, e. g., be suggested by some 
that younger children would more easily rely on the mechan- 
ical memory, and that therefore the nonsense syllable 
test which has been placed in the advanced group ought to 
change place with the familiar words test as suggested 
for the intermediate group. Again, the test with aqua destil- 
lata, for contrast in the smell tests, and for the effect of pos- 
sible suggestion; and the tests with pure water in the taste 
tests, for the same purpose, have been enumerated only 
among the tests for the advanced group. It may be urged 
43 



that the suggestion part of this series of tests would be more 
fitly placed in the lower groups as suggestion is stronger with 
younger children. The author has here reversed the order 
which may be thought more in harmony with the natural 
development of the child, for the reason that the object of 
these tests is rather to examine the child's power to eman- 
cipate himself from earlier instincts and tendencies. But 
he disclaims any desire to be dogmatic. 

Some of these tests, notably the sense tests, the tests for 
motor co-ordination, judgment and expression, may serve 
for the determination of vocational aptitude, espe- 
cially in the latter years, or periods. But they are not ar- 
ranged for this particular purpose. Those who wish may be 
benefitted by the experiments made in some psychological 
laboratories for furnishing vocational guidance. 
This work is in its infancy. And j^et, valuable results have 
been obtained in examining, by special test methods, those 
who would wish to be stenographers, motormen, switchboard 
operators, typists, etc. We may hope for helpful develop- 
ment along this line Avhen once these tests will be organized 
and standardized. Vocational tests will supplement these 
mental tests so that each young man and woman may have 
expert advice on his or her fitness for the various occupations 
and professions. In that manner, the number of ineffectives 
and misfits will be materially lessened. 

Hints as to the significance and method of some of the tests. 

PRIMARY PERIOD 

Physio - psychological Tests 

Snellen's test cards are well known. For this period the 
"illiterate" card is to be used. There are several such cards 
published, containing pictures of animals and common things 
in place of the difi'erent-sized letters. 

The E-fork test was invented by Prof. Herrmann Cohn, 
of Breslau, the pioneer in the matter of calling attention to 
the necessity of testing the eyes of school children. It pre- 
sents the capital letter E in various positions which can be 
imitated by the child with the use of a paste board form of 
the letter, resembling a fork. Lately, the MeCallie Vision 
Tests (published by Edwin Fitzgeorge, Trenton, N. J.) have 
been brought into the market. They are an inexpensive sub- 
stitute for the Cohn test. There is also a "literate" MeCal- 
lie set which can be used as a substitute for the more com- 
plete Snellen cards. 

44 



The other sense tests have, of course, to be given after 
blindfolding the child. 

Mental Tests 

The first judgment test is the first in a graded series of 
cut-up pictures, leading up to a regular jig-saw puzzle in 
the advanced series. 

Frames for drawing thru ground glass (expression test) 
can be bought for a trifle in every toy store. 

As to tests 2, 4 and 5 (under Expression), cf. the author's 
book, "Some Fundamental Verities in Education" (Boston, 
Richard G. Badger.) 

ELEMENTARY PERIOD 

Physio - psychological Tests 

Here the acquaintance of the child with the letters of the 
alphabet is presupposed. Consequently the "literate" Snel- 
len or other cards should be used. 

For color matching use any standard series of colored 
papers (Prang's, Bradley's, etc.) The author used the large 
sample book of the Prang series. The colored papers are 
2x31/2 inches. These were pasted upon cards 3x5 (the stand- 
ard library record card), and were then cut in half, thus 
producing two pieces which could be matched together. 

Tactile test 2 is made with the help of a simple piece of 
apparatus. Use ordinary large bottle corks, and drive into 
them with the point downward, large sewing needles at dif- 
ferent distances, or singly. Care must be taken that the 
double needle points are on a level. 

The graduated extracts for the smelling test should be 
made with alcohol as a solvent, while the graded solutions 
for the taste test should be prepared with distilled water. 

Disturbances in the static apparatus (in the inner ear) 
are often indicative of other nervous handicaps. A child 
having such a disturbance will sway and fall when walk- 
ing along a straight line, and will immediately fall forward 
when standing in Romberg position. 

Mental Tests 

Walking along a straight line, as a test for motor co- 
ordination, is not done with feet extended, as in the static 
test, but in ordinary "toe out" position. 

For the second test in motor co-ordination, -w^e use 
"needles," the largest of which are really pieces of iron or 
45 



steel about 4 inches long, round in shape, with a large hole 
at one end, about 3-16 of an inch in diameter. The smallest 
of these is an iron bar, about Vs of an inch in diameter, with 
a hole correspondingly smaller. Shoestrings, large cord, etc., 
are used for threading. 

The two pieces of wood for Judgment test 1, a, can be 
easily made: take a piece of 2x4, about one foot long and 
weighing approximately one pound. Then cut another 2x4 
piece, but considerably shorter, perhaps only 3 inches long; 
saw it apart, hollow it out and fill the opening with lead so 
as to make the piece, when glued together again, weigh as 
much as the larger piece. The seams should be carefully 
obliterated, and both pieces varnished, so as to enhance the 
illusion. The smaller piece will be thought to be heavier by a 
normal child. 

The Formboarcl is fully described in Shuttleworth's book 
on "Mentally Defective Children." It will be noticed that 
there is a distinct mental difference between those children 
wdio finally succeed, if they do at all, after mechanically try- 
ing the various pieces in various grooves, and striking the 
right one b.y chance ; and those who carefully compare the 
form of the piece with the form of the groove. In this 
formboard each form is different and no form can be 
fitted into any groove but its own. A modification of this 
formboard would be one in which the same form, f. e., a 
circle, is used in different sizes; the task would then be to 
find the corresponding size. 

For Judgment test 1, a, and Expression test 6 cf. again 
the author's book, "Some Fundamental Verities in Educa- 
tion." 

INTERMEDIATE PERIOD 

Physio - psychological Tests 

The test for astigmatism is made with a Snellen card 
on which there are sets of heavy parallel lines arranged some- 
what in the form of the face of a clock. One set is arranged 
horizontally, another vertically, two others diagonally. If 
any of these sets of lines appear blurred, there is astigmatism. 
It is, of course, the oculist's function to provide for this con- 
dition, which is a frequent source of eye strain. 

In the tests for visual memory, a black wooden screen 
is used, which fits upon the examiner's desk so that the ob- 
jects or cards to be exposed may be hidden behind it and 
shown above it conveniently. The words are printed in 
clear, bold type 3 inches high, on pieces of stiff cardboard, 
about 5x10. 

46 



For the first hearing test, a simple one-string instru- 
ment can be constructed in the workshop. Make a box one 
j^'ard long, about four inches wide and deep, and open at 
both ends so as to serve as a sounding board. A yard meas- 
ure is fastened on top to serve as a guide. Over wooden 
cleats at both ends, and with a suitable tension arrangement 
(a little metal wheel at one end v/ill answer the purpose) a 
metal string is drawn so as to produce a musical tone. A 
movable cleat will allow to produce two different tones, one 
on either side of it. The experimenter will set this so as 
to produce some certain tone and will then move the cleat 
away. It is then the child's task to set the cleat in the place 
where it would produce the same tone. Sometimes the tones 
on either side of the cleat may be used jointly for this ex- 
periment. 

Mental Tests 

The 100 A test is familiar to every psychological labora- 
tory. A copy of the form used can be easily obtained almost 
anywhere. 

Judgment test 1, a, is described in the author's "Some 
Fundamental Verities," etc., p. 25. The weights for 1, b, can 
be easily constructed. Take pieces of brass pipe of unequal 
length and fill them with lead so as to effect equal weight. 
The ends should be so finished up as to hide the fact that 
the pieces are leaded. As in the case of the two pieces of 
wood described before, the smallest piece will give the il- 
lusion of being the heaviest. In this intermediate test the 
difference in size will be smaller, and consequently the test 
requires finer discrimination. Cf. the book quoted, pp. 26 
sequ. 

ADVANCED PERIOD 

No explanation seems to be needed for any of the 
physio-psychological tests. 

For Judgment test 2, the same arrangement of dots 
is used as for Intermediate, Motor Co-ordination, 1. There 
are only two rational ways of solving the problem, and only 
one of these two is the speediest. This task is parallel to 
the well-known judgment test : finding a hidden object in 
a field. The only rational method of doing this is identical 
with the only speedy method of connecting the dots. 

It must be remembered that a child under twelve can- 
not be expected to think rationally. The budding of rea- 
son is brought on with a child's entering upon the Inter- 
mediate Period. Only in the Advanced Period can he be sup- 
47 



posed to have the full use of his reasoning faculties. Cf. the 
author's book, "The Career of the Child from the Kinder- 
garten to the High School." 

Note — Complete sets, or single pieces, of apparatus and 
materials, and printed blank forms, needed to carry out 
these tests, are now being prepared for sale by the National 
Association for the Study and Education of Exceptional 
Children, Plainfield, N. J. Prices on application. 



Pl|gai0-}psyrl]olo0tral anh iirntal ©pstii for (Elttliirfn 
Prtmctrg Pfrxoli 

PHYSIO-PSYCHOLOGICAL TESTS: 
Visual: 

DISTANCE AND ACCURACY: 

1. Snellen's Test Cards: pictures. 

2. Prof. Cohn's E-fork. 
COLOR: 

1. Matching colored Avorsted; primary colors only. 

2. Naming 6 primary colors: red, orange, yellow, 
green, blue, purple (violet). The names of these, 
as well as the colors themselves (1) are the first 
to be distinguished and remembered. 

Aural: 

DISTANCE AND DIRECTION: 

Cf. Functional tests. Schedule III. Child (blind- 
folded) should be asked to follow the sound of a 
bell, or a call, now loud, now low, as in a game. 
Tactile: 

Tests in identifying ball, key, shoe, paper, goods, etc. 
Smell: 

Recognizing soap, fresh bread, flowers, etc. 
Taste: 

Recognition of sugar, salt, bread, fruit. 

MENTAL TESTS: 

Naming familiar objects: in room, outdoors, from pictures. 

Note facility, range, substitution. 
Counting : 

1. Put two heaps of sticks before child, one containing 
3, the other 12 sticks. Which is the larger heap? 

2. Counting as far as child can count. 

3. Abacus (5 rows of 10 beads each) : 

48 



Move beads in each row (different colors) one by one, 
and count at the same time. 

Following Dii'ection: 

Give child a simple direction, such as: "Hand me the 
book from the table ! " or, " Open the door ! ' ' and observe with 
what promptness and success it is carried out. 

Imitation : 

Make some motion with your hand, like waving; or 
take a hammer and strike a nail, and have child repeat the 
action. 
Imaginative Imitation: 

1. Tell child to show in what manner mother cooks 
breakfast ; or father smokes, or chops wood ; or the gardener 
sows his seed, etc. Take example from the child's natural 
circle of observation. 

2. Have the child imagine himself to be somebody else 
(the opposite sex, his father or mother, or street car con- 
ductor, or milkman, or soldier ; an animal, a bird, a tree, a 
flower) and ask him to act as they would. 

Story Telling: 

1. Have child repeat a story, like Red Riding Hood (it 
must be new to the child), as told by the experimenter. 

2. Give doll, or play-horse, to child. Have him play 
with it and tell imaginative happenings. 

Judgment: 

1. Which of two lines is the longer? 

2. Simple picture cut into four squares; reconstruct. 
(In this as in the following tests of a similar nature it 
is well to make two tests : in the first, show the picture to 
be reconstructed and let child work from model; in the sec- 
ond, present another cut-up picture without showing the 
whole or model, so that the child will have to draw his own 
conclusions from the parts he handles as to what the whole 
may be. The puzzle character of this second test adds to 
the pleasure of it while it is a much severer test of judg- 
ment.) 

Motor Co-ordination: 

1. Have child, first by imitation of the experimenter's 
own motions, then by direction, raise arms in various posi- 
tions, spread and close fingers, bend and unbend hands and 
arms, move head, bend and twist trunk, bend knees, stand 
on tiptoe, sit on floor and rise again without assistance even 
of his own hands, climb on chair, etc. 
49 



2. Use large pegboard. Have child, first by imitation, 
then by dictation, fit pegs so as to form straight lines, bor- 
ders, designs, imaginative figures, etc. 

3, Weave simple designs with a linen mat (over one, 
under one ; over two, under two ; over one, under two ; star 
or other simple design). 

Expression : 

1. With large building blocks, build steps, bridge, 
house, imaginary structure. 

2. Model some familiar form (ball, bird's nest, flower 
pot) from memory. 

3. Drawing of conventional and life forms thru ground 
glass. 

4. Draw, freehand, a man, a horse, a house, from 
memory. 

5. Draw a pond, with trees standing in front and back. 

6. Sing a song. 

7. Recite some piece of poetry. 

Elrmrntarii Prrtnb 

PHYSIO-PSYCHOLOGIt Ali TESTS 
Visual: 

DISTANCE AND ACCURACY: 

Snellen's Test Cards. 

COLOR: 

1. Matching of primary colors, and at least one tint 
and one shade, in colored papers mounted on 
cards to be fitted together. 

2. Naming these colors, also light and lighter, dark 
and darker. 

VISUAL MEMORY: 

1. Holding up to child's eyes colored papers (or ob- 
jects, like balls) in the following order: 

a. red, blue, yellow; 

b. red, green, blue, yellow; 

c. red, green, orange, blue, yellow; 

d. red, orange, yellow, green, blue, violet; each 
series about 10 seconds, and having child re- 
peat order in which colors were seen. 

2. Holding up familiar objects and having child re- 
peat names in order given : 

a. ball, book, chalk; 

b. fork, knife, spoon, napkin; 

c. hammer, bottle, chalk, key, ruler; 

50 



d. Combine a and b. 

e. Combine c and b. 

This second test may be modified, or amplified, by 
having these, or other objects, arranged in groups 
of 3, 4, 5, 7 and 9 on a table for momentary exposure. 
(Cf. Reading test) 
Aural: 

1. For distance and direction, use same tests as in Pri- 
mary. But at this age have the (blindfolded) child 
tell: 

a. Character of sound (bell, tapping, knocking, 
scraping, words spoken, etc.) ; 

b. From whence the sound comes : 

c. How far away it is. This latter experiment 
should include discrimination of distance with 
different degrees of loudness. 

2. Have child repeat tone sung, or produced on instru- 
ment. 

3. Test child's hearing with low tones (low, soft voice, 
or large, low-pitched tuning fork) ; then with high, 
shrill tones (high pitched voice or small tuning fork). 

4. Discrimination of higher and lower tones from stand- 
ard, c. Each tone is to be individually compared. 

degbcfadef 

5. Sense of rhythm (hearing and motor). 

Tapping by experimenter and child in unison, at 
various rates of speed. Tapping by child alone 
after standard given ; memory. Eventually use 
metronome. 

6. Tell (or write) from memory the following selection 
after it has been read once, twice, three times by the 
experimenter : 

TRUSTY HELPERS 

Man has many good helpers among the ani- 
mals, but there are only two that can be trusted to 
do their work alone. These two are the dog and 
the elephant. 

Books have been vrritten about dogs and the 
wonderful things they have done. They run er- 
rands and care for sheep and cattle. They rescue 
travelers, who have been lost in the snow, and do 
no end of strange things. 

The elephant, too, has been taught to do many 
51 



wonderful things. He is so strong that he can car- 
ry heavy loads. He is so gentle that little children 
have been left in his care. He is so trusty and faith- 
ful as to be a model for all. 

]\Iark the number of memories ; maximum 25. 

Cf. test in reading and writing. 
Tactile: 

1. Simple tests in identifying objects (pencil, brush, ball, 
knife, coin, etc.) and solids (ball, cube, cylinder). Child is 
blindfolded or holds hands on back. 

2. Single and double needle-points, using distances of 
two to one inch, pricking skin in various body areas, to rec- 
ognize number of points. Or use algometer. Child is blind- 
folded. 

Smell: 

1. Elementary tests with ordinary strength of vinegar, 
ground coffee, soap, earth, fruits, flowers, perfumes, etc, 

2. Graduated tests for acuteness. Use graded extracts 
of musk, violet, orange, etc., varying between .001% and 
100%. 

Taste: 

1. Elementary tests with ordinary strength of sugar, 
quinine, vinegar, salt, coffee, bread, chocolate, fruits, vege- 
tables, etc. 

2. Graduated tests for acuteness: Use graduated solu- 
tions of sugar, (|uinine, vinegar and salt, varying between 
.001% and 1007^. IMark first traces of sweet, bitter, sour, 
salt. 

Location : 

1. Experimenter points out some object in room. Then 
blindfolds child and asks him to walk towards the object. 

2. Have child Avalk several times with open eyes from 
door to window; then blindfold him and have him retrace 
his steps in that way (muscular memory). 

Balance (Static Apparatus): 

1. Walking along straight line, with feet extended 
straight forward. 

2. Standing in Romberg position (feet close together, 
eyes closed). 

>nENTAL TESTS 

Counting: 

1. Counting as far as child can count. 

2. Counting backward, 10 — 1. 

3. Counting by 2's as far as child can go. 

52 



4. Counting backward by 2's: 10—2, 20—2. 

5. Counting by 10 's to 100. 

6. Counting backward by 10 's, 100 — 10. 

7. Counting by 5's as far as child can go, at least 50. 

8. Counting backward by 5's: 50—5, 100—5. 

9. Counting by 3's to 30, 60, 90, 120. 
10. Abacus : 

a. Move red beads 2 by 2. 

b. Move orange beads 3 by 3. How many left? 

c. Move yellow beads, 1, 2, 3, 5. 

d. Move green beads, 4 and 4. How many left ? 

e. Divide blue beads in half. How many in each 
half? 

f. How many times can you move 2 red beads? 
Five times 2 is? 

g. Construct 34, using red, orange, yelloAV, 
green and blue beads. 

Language : 

1. Have child name his parents, brothers and sisters, 
his other relatives, his teachers and friends. 

2. Who makes the shoes? Who builds the house? Who 
raises the corn? Who drives the wagon? Who collects the 
fares? Any number of similar questions, or variations in 
accordance with the child's circle of experience. 

3. Have the child learn to understand and use some 
simple "secret" language, like adding "ing" (or in case 
of a vowel "ng") to letters or words. For example: 

"Ting, hing, eng, ming, ang, ning. ing, sing, ong, 
ling, ding." 
(The man is old.) 

4. Converse with him in one such "secret" language, 

5. Have child invent a "secret" language of his own. 

Following Direction: 

Give the child some direction, which would involve two 
different actions successively, e. g., tell the child to lock the 
door and bring you the key; or, to raise arms over his head 
and then lovrer them behind his back, etc. 

Association : 

a. Presentation of familiar object (apple, knife, pocket- 
book). Child is asked to dictate to the experimenter the 
names of other objects coming to his mind as suggested by 
the object presented, as fast as possible, in three minutes. 

b. The same exercise, except that the name of a famil- 
iar object (book, mother, house), is mentioned to the child. 

53 



c. G e ji 11 ^ ^ — Species : Tell an animal, a plant, 
food, article of clothing, piece of furniture. 

d. Part — Whole : Tell of what the following is a 
part: an arm, a sleeve, a drawer, a leaf, a room. 

e. Opposites : What is the opposite of bad, short, 
little, poor, well, thick, full, few? 

f. Qualities : Tell me something that is high, cold, 
new, smooth, red, round, clean, bitter, heavy. 

g. Activities : Tell me the name of something that 
Avalks, rolls, flies, barks, swims. 

Reading : 

1. Reading of graded passages from some good series 
of readers, First to Fifth Reader. Note facility, expression, 
understanding, substitutions, etc. 

2. Have child repeat orally what he has read. (Visual 
memory.) 

Writing : 

1. Dictation of graded passages from same set of read- 
ers. 

2. Have child repeat in writing what he has read, as 
nearly as he can reproduce it. 

Judgment: (Experience): 

1. Muscular and optical illusions : 

a. Two pieces of wood of different size but equal 
weight. 

b. A w^hite circle on black background; same size 
black circle on Avhite background; which ap- 
pears larger? (Circle of about 2", observe from 
distance of 10' in good illumination.) 

2. Dissected pictures: 

a. Simple picture cut into 5 oblongs. 

b. Simple picture cut into 12 pieces of different 
forms. (This test may be done imperfectly by 
some children of this stage ; it ought to be done 
perfectly in the next stage.) 

3. F o r m b o a r d : 12 different geometric forms to be 
fitted into their grooves. Note time and accuracy. 
This test should be tried with elementary children, 
but Avill be more perfectly done by children of next 
stage. 

IVIotor Co-oi'di nation: 

1. Walking along straight board, or line. 

2. Threading of needles, very coarse to medium. 

3. Tapping (Cf. Rhythm Test, Aural, 5). 

54 



4. With light hammer, child is to drive ordinary or 
upholstery taeks into a flat piece of pine wood, making lines 
and simple designs, from dictation or invention. 

5. The child is to saw a strip of soft wood, 1 inch square, 
6 feet long, into six pieces of six inches each, and three pieces 
1 foot long each. He must measure them off himself. With 
these nine pieces, the child is to construct some simple 
object (ladder, trellis, flower stand, etc.), according to his 
own ideas, using hammer and nails. 

6. Throw and catch ball. 

7. Draw an undulating line, n.^v.^-^.'^^v.'n^n.^x^n.'n^^.^^^n^n^v^^^vx^ 

8. Marking with cross, in lead pencil, 100 squares in 
their centres. Squares I/2 in. Note accuracy and time. 

9. Striking graded pegs with metal pencil (electric 
contact). Note accuracj^ and speed. 

By repeating tests 8 and 9 up to ten times, in succes- 
sion, the effect of practice, habit, and fatigue can be studied 
and tabulated. 

10. Tying and untying of strings (shoestrings). 

Expression : 

1. Model some familiar form (ball, bird's nest, flower 
pot) from memory. 

2. Paint, with ink or watercolor, an apple, a flower, a 
vase, from model. 

3. Draw, on transparent slate, life forms after patterns. 

4. Draw, freehand, a man, a horse, a house, from mem- 
ory. 

5. Draw the following: an oblong pond with trees 
standing in front and back. 

6. Draw the following: On this side of the street a 
shoemaker is at work at his bench ; on the opposite side is a 
carpenter building a house. 

7. Child is to sing a song he knows, eventually with 
accompaniment. 

8. Child is to say any piece of poetry he has learned and 
happens to remember. 

Aesthetic : 

1. Color preference. 

2. Favorite flower. 

3. Favorite song, or musical piece. 



55 



3lntrrmplitatp Jlrriolii 

PHYSIO-PSYCHOLOGICAL TESTS 
Vision: 

DISTANCE AND ACCURACY: 

Snellen's Test Cards. 
Tests for astigmatism. 

COLOR: 

Matching of intermediate colors, and naming them 
as accurately as child can describe them. 

VISUAL MEMORY: 

1. Drawing successively 10 straight lines after 
standard (4 in. long). The standard is drawn on top of 
paper, and is removed from sight by folding under, after 
being exposed five sec. Each copy is likewise folded under 
before next is attempted. Mark extremes and mean variation. 

2. Momentary exposure of 12 familiar objects suc- 
cessively, the child writing down the names after all objects 
have been shown. Mark completeness and order. 

First Series: Hammer, ball, bottle, chalk, 
fork, bell, key, clock, book, mat, ruler, box. 

Second Series: Newspaper, rubber, eraser, 
pack of cards, hat, pad, plane, knife, worsted, comb, scissors, 
picture, envelope. 

This test may be modified in same manner as Ele- 
mentary, Visual Memory, 2. 

3. Exposing familiar words, to be written down 
from memory in the order shown, after having been exposed 
5 times: (heavy-faced words in red ink). 

First Series: Cow, room, ship, queen, hammer. 
Second Series: Road, glass, board, bell, 

pencil, water. 
Third Series: Garden, stone, grass, dog, bot- 
tle, hill, wall. 

Fourth Series: House, statue, paint, ink, 
door, picture, cloud, tree. 

Fifth Series: Paper, roof, sky, pen, leaf, 
hammer, cow, ship, bottle, door. 
(Cf. Reading test) 

Aural : 

1. Recalling and recognizing single tone (use special 
string instrument). 

56 



2. Discrimination of higher and loAver tones, as in 3, 
Elementary. Standard c : 

b d-sharp b-flat d a e g b c-sharp 

3. Consciousness of harmony and discord (selected 
chords). 



Houimov.^ omd.'J}\scofd 



1-nUrmed.Cciie , A otral . 3 . 



^ 



» 



^ 



^ 



to- 



w 



r^^. 



^ 



iLG- 



^ 



teE 



¥^ 



4. Memory of spoken unrelated words: Familiar 
words pronounced by the experimenter to be repeated, orally, 
or in writing, in order given. Mark completeness, order, 
time. Present 5 times. 

First Series: Room, sky, stone, ink, garden. 

Second Series : Queen, water, pen, wall, pencil, 
glass. 

Third Series: Tree, grass, door, board, road, cow, 
ship. 

Fourth Series: House, cloud, leaf, paint, roof, 
picture, dog, hammer. 

Fifth Series: Leaf, paper, hammer, dog, bottle, 
statue, picture, hill, roof, paint. 

5. Memory of spoken related words. Method 
same as in 4. 

First Series: Home, father, business, city, office. 

Second Series: Mother, dinner, meat, fork, nap- 
kin, dishes, table, chair. 

Third Series: Country, woods, tree, grass, moss, 
flowers, grass, picnic. 

Fourth Series : Water, lake, river, ocean, steamer, 
trip, England, London, Germany, Berlin, Kaiser, America, 
Star-spangled banner. 

6. Memory of word picture. The purely ear-minded 
child will respond to the reading of the selection by experi- 
menter; another method is to have the child read the selec- 
tion aloud, thus combining visual and motor memories with 
the aural (hearing his own voice). Selection may be read 
twice, or even three times in succession, and a combination 
of both methods is allowable if response to one is unsatis- 
factory. Child to repeat orally, or reproduce in Avriting-. 

57 



PLOUGHING 

All day long the ploughmen on their prairie farms 
have moved to and fro on the wide level field thru the 
falling snow which melted as it fell, wetting them to the 
skin — all day, notwithstanding the frequent squalls of 
snow, the dripping, desolate clouds, and the muck of 
the furrows, black and tenacious as tar. 

Under their dripping harness tiie horses swung to 
and fro silently, with that marvelous uncomplaining 
patience wliich marks the horse. The ploughman be- 
hind his plough, tho' the snow lay on his ragged great- 
coat, and the cold, clinging mud rose on his heavy boots, 
whistled in the very beard of the gale. 

As the day passed, the snow, ceasing to melt, lay 
along the ploughed land and lodged in the depth of 
the stubble, till on each slow round the last furrow 
stood out black and shining as jet between the ploughed 
land and the gray stubble. (Garland.) 
Mark number of memories. 

Touch: 

1. Tests in identifying smaller objects and solids (blind- 
folded) as pen points, small keys, marbles, various fabrics, 
flat and solid geometric figures as triangles, ovals, vases, etc.) 

2. Single and double needle-points using distance of 
from 1 to Vi in., testing various body areas. Or use algo- 
meter. 

Smell: 

Acuteness. Use graduated extracts as in Elementary 
tests. 

Taste: 

Acuteness. Use graduated solutions as in Elementary 
tests. 

Location : 

Memory : visualization. Draw ground floor of your 
school-room, or of some room in your dwelling house (bed- 
room, dining-room, etc.) from memory. 

MENTAL TESTS 
Counting: 

1, Count as far as you can count. After 200, count by 
10 's; after 300, count by hundreds; after 2000, count by 
thousands. 

2. Count l)ackward, 100—1. 

58 



3. Count backward, by 2's, 100—2. 

4. Count backward by 3's: 12—3; 30—3; 90—3. 

5. Count backward by 5's; 200 — 5. 

6. Abacus : Make on left side of abacus 8, 12, 18, 25, 31, 
39, 44, 50. 

I/anguage : 

1. Introduce more complicated ''secret" languages 
than in Elementary tests, p. 53. For example : Disarrange- 
ment of words in a sentence (sent-mother-to-last-baker-my- 
the-some-me-night-to-bread-buy=My mother sent me to the 
baker last night to buy some bread) ; or inversion of letters 
in each word (eht sevael nrut der dna nworb ni nmutua= 
the leaves turn red and brown in autumn). This leads over 
to the next tests. 

2. Introduce a simple cipher, f. i. representing each let- 
ter of the alphabet by the next following one (b for a, c for 
b, etc.). After explaining the cipher method, have child 
read and construct sentences like the following: 

Nz gbuifs mpwft nf=My father loves me. 
The task may be made more difficult by writing words to- 
gether : 

Uifxpnbodpplt=The woman cooks. 

Following Directions: 

Give child some direction which would involve three or 
four different activities in succession ; e. g., tell the child to 
place a book on the desk ; then to walk to the window, to 
open (or close) it, and then to bring the book back to you 
and open it on page 105. 

Association : 

1. Presentation of familiar object; child is asked to 
write down the names of other objects or ideas coming to his 
mind as suggested by the object presented, as fast as possi- 
ble, in three minutes. 

2. Same exercise, except that the name of the object is 
mentioned to the child without the object being shown. 

3. Genus — Species : Tell a form of land ; kind 
of building; occupation; game; exercise. 

4. Part — Whole : Tell of what the following is a 
part: a seam, a handle, a wall, a signature, a title. 

5. Opposites : What is the opposite of bad, inside, 
slow, short, little, soft, dark, sad, true, equal, poor, well, 
sorry, thick, full, many, above, master, friend, to love, to 
sleep. 

59 



6. Qualities : Tell something that is high, soft, 
cold, new, smooth, yellow, round, clean, bent, wooden, glass, 
deep, empty, narrow, loose, sour, level, stale, oily, heavy, 
sandy. 

Reading and Composition: 

1. Reading of graded passages from some good series of 
readers. Sixth to Eighth, and of simple classics. Note fa- 
cility, expression, understanding, etc. 

2. Have the child write a reproduction of the passage 
read. (This exercise must not be confused with the word 
picture test). 

Concentration : 

Striking out 100 A's scattered thru block of letters. 

By repeating this test 10 times in succession the effect 
of h a b i t, practice and f a t i g u e can be studied- 
Accuracy and speed are noted. 

Method of Thinking: 

Presentation of familiar object (knife, fork, penny, ball, 
flower, etc.) : Child tells what primary association is formed 
— that is to say, of what the child thinks first Avhen object 
is seen (idea of object as such, or sound of spoken word, or 
image of written or printed word, its spelling, letter forms,, 
color of object, etc.) 

Judgment (Experience): 

1. ]\Iuscular Illusions : 

a. Pencil point between twisted fingers. 

b. Eight weights, of different sizes, but equal 
weight. 

2. Optical Illusions (ef. James, Psychology. II, 232, ff.) 

3. Connect 100 dots (!/> in. apart, arranged in ten rows 
of 10 each) with continuous line without touching the same 
dot twice or crossing over. Repetition introduces effect of 
habit, practice and fatigue. Time. 

4. Simple picture cut into 12 pieces of different forms. 
Time. 

5. Set of cubes presenting six different pictures. How 
many are recognized and put together? Time. 

6. Jig-saw puzzle of not more than 25 pieces. Time. 

7. Formboard. 

8. The solving of some puzzle or riddle, e. g. : Several 
geese are walking along the road in single file. One walks 
ahead of two, one walks behind two, and one walks in the 
middle. How many geese? 

60 



9. A practical question, as to what the child would do 
under certain circumstances, e. g., if he would see another 
child walking unconsciously near a steep precipice where an- 
other step might cause it to fall off, and yet if frightened 
by some sudden call the child may be in the same danger. 

10. A practical test, such as placing a box so near the 
edge of the table that an inadvertent motion w^ould send it 
to the floor; or, the playing of some game of cards in Avhieh 
judgment is needed, like "building" in Casino, or a game 
of Hearts. 

Games like Twenty Questions, City and Country, etc., 
also offer valuable opportunities for tests of judgment, con- 
centration, etc. 

Motor Co-ordination: 

1. Striking 100 dots with pencil successively. Dots are 
% in. apart, arranged in ten rows of 10 each. 

2. Striking graded pegs with metal pencil (electric con- 
tact). 

Note accuracy and speed. Repeat 10 times for effect 
of habit, practice and fatigue. 

Expression : 

1. Make wooden box, using hammer and saw, or knife, 
nails, glue, etc., from model. 

2. From scraps of material (pieces of tin, block of wood, 
cigar box, spools, package handles, cardboard, wire, twine, 
etc.), construct some object or model, such as your fancy 
will dictate, using any tools you want or have. 

3. Make working drawing for cube or small basket on 
cardboard ; then cut out and construct. 

4. Model in clay some motive of ornament. 

5. Paint in water color some flower, vase, landscape, 
from memory, or by way of invention and composition. 

6. Draw free-hand a man, a horse, a house, from mem- 
ory. At this stage some specific man (father), or horse (the 
grocer's or the family horse), or house (residence or school- 
house) should form the task. 

7. Draw an oblong pond, with trees on opposite sides, 
front and back. 

8. Shoemaker and carpenter, as in Elementary Test. 

9. Child to sing a song he knows. 

10. Playing on whatever instrument he can play. 

11. Recitation of memorized piece of poetry or oratory. 

Aesthetic : 

1. Color preference. 

61 



2. Favorite flower. 

3. Favorite song or musical piece. 

4. Favorite poem or story, literary piece, author. 

PHYSIO-PSYCHOLOGICAL TESTS: 
Visual Memory: 

1. Momentarily presenting sheet containing rectangles 
of same size, but different colors and in different postions. 
Upon withdrawing sheet, child is to draw a diagram of the 
positions and write the names of the colors in their proper 
places. Repeat three times. 

2. Same test as under (3) Intermediate. Children of 
this age should be able to repeat Fifth Series without mis- 
take. 

3. Exposing nonsense syllables in same way as familiar 
words in previous test : 

First Series: Juc, ver, dil, sec, nis. 
Second Series: Lab, noli, ris, lup, fim, tup. 
Third Series: Zit, cul, gip, fod, kan, mas, 

zam. 
Fourth Series: Arb, cul, tab, sar, saJ, qof, 

ler, hek. 
Fifth Series: Bom, wes, rar, nis, zee. lup, 

tup, noh, hek, lab. 

4. Estimates of distances, as to comparative length. 
Younger pupils may be able to say that one distance is 
greater than the other; older ones may estimate actual 
length in feet, rods, miles. 

5. Estimate of heights or various objects. Same meth- 
od as in 4. 

6. Estimate of sizes of various objects. Same as before. 

Aural : 

1. Recalling and recognizing chords (selected chords). 

Ttecodiinq amd Tlecocfniiintj Cfiordft Adra.nctd,Au.rcd, I. 



4^ 

2. ]\Iemory of Word Picture, as in (6) Intermediate: 
EARLY DUTCH FIREPLACE SCENE 
To have seen a numerous household assembled 
round the fire, one would have imagined that he was 
transported back to those happy days of primeval sim- 
62 



plicity which fleet before our imaginations like golden 
visions. The whole family, old and young, master and 
servant, black and white ; nay, even the very cat and 
dog enjoyed a community of privilege, and each had a 
right to a corner. Here the old burgher would sit in 
perfect silence, puffing his pipe, looking in the fire with 
half-shut eyes, and thinking of nothing for hours to- 
gether; the good wife, on the opposite side, would em- 
ploy herself diligently in spinning yarn or knitting 
stockings, listening with breathless attention to some 
old crone of a negro who was the oracle of the family, 
and who, perched like a raven in the corner of the 
chimney, would creak forth for a long winter afternoon 
a string of incredible stories about New England witch- 
es, grisly ghosts, horses without heads, and hair-breadth 
escapes and bloody encounters among the Indians. 
(Irving). 

Tactile: 

Single and double needle-points, distance down to Ys, in. 
Also use algometer. 

Smell: 

Graded extracts as in previous tests. Also present Aqua 
destillata for contrast, and for test of suggestion. 
Taste: 

Graded solutions, as before. Also use pure water. 
Location : 

Memory ; visualization ; draw ground floor of a familiar 
building. 

MENTAL TESTS: 
Association : 

1. Genus — Species: Tell a virtue, a state of 
mind, a state of body, a purpose and an ideal. 

2. P a r t — Whole: Of what is the following a part : 
a teacher, a soldier a sailor, a word, a paragraph? 

Language : 

1. Let pupil invent his own cipher and use it with ex- 
perimenter. Experimenter will explain method of decipher- 
ing. 

2. Let child decipher a simple cipher message, such as 
was introduced in the Intermediate Tests. 

Reading : 

A selection from some classic author. 
63 



Composition : 

Have pupil write his autobiography. 

Concentration : 

100 A 's. 

Method of Thinking: 

Same as under Intermediate. 

Judgment (Experience) : 

1. Muscular and optical illusions. Same as under Inter- 
mediate (1 and 2). 

2. Connecting 100 dots. 

3. Jig-saw puzzles of graded number of pieces. 

4. Geometric puzzles, like the Anchor puzzle. 

5. Puzzle or Riddle, like under Intermediate (8). 

6. Practical question, like under Intermediate (9). 

7. A game of checkers, chess. Twenty Questions, etc. 

Motor Co-ordination: 

1. Striking graded pegs with metal pencil (electric con- 
tact). 

2. Threading fine needles. 

Expression : 

1. Model some ornament. 

2. Paint from still life. 

3. Draw, or paint, some landscape, from nature, or by 
way of composition. 

4. Draw, from memory, or from model (living model), a 
portrait, or life study. 

5. Some song with accompaniment. 

6. Playing on some instrument. 

7. Recitation of some memorized poetry or oratory. 

8. Spontaneous discussion of some familiar theme, as 
e. g., the War of the Revolution and its Causes; Fashions 
of the Day ; or, the Advantages and Disadvantages of Trav- 
eling. 

Aesthetic : 

1. Color preference. 

2. Favorite flower. 

3. Favorite song or musical piece. 

4. Favorite poem, story, literary piece, author. 

5. Selection of most pleasing oblong (Golden Section). 

64 



6. Selection of most pleasing ellipse (Golden Section). 

7. Preference between chords. 



2 — ! j^e , — a ,-l,-^ ,s — _,_s ^r,- ^ 




itagnaatB— (!Ila00ifiratinn 

This blank offers opportunity for recording diagnostic 
remarks summing up the entire case, by different examiners. 
As the study of exceptional children is still a new field of 
research, it can hardly be expected to obtain in every in- 
stance an agreement of opinions, and arrangement is there- 
fore made for an expression of different viewpoints. Out of 
a discussion of these viewpoints may be elaborated a more or 
less exact and complete diagnosis, as a basis for further 
study of the problem, and as an approximate formulation of 
the individual case. 



65 



53^attonal ABBormtintt for tl|p ^lubij nnh lEburatuin of 

lExrrpttonal (Eljiliirpn 

liajjUDBtH (ElaBHifiratton 



NAME OF CHILD BORN. 




66 



AppmUx 



WmMxnt (HinBBxtxtntwn tit i£xttptwnni (Hi^xihrm 

Suggested by Maximilian P. E. Groszmann, Pd. D. 
Plainfield, N. J., May, 1909 



A. NORMAL CHILDREN. 

(Those who are in accord with the norm, or standard, of 
human nature.) 

1. Typical Children. 

(Those who conform to the average human type, 
representing the present stage of civilization.) 

2. Pseudo-atypical Children. 

(Those who only seemingly deviate from the aver- 
age human type.) 

a. Children Whose Progress in School was hin- 

dered by: 

1. Change of schools; 

2. Slower rate of development, without atypical 

retardation; 

3. Temporary illness; 

4. Slight physical difficulties, such as lameness and 

minor deformities, slightly impaired vision 
and hearing, adenoid vegetations, etc. This 
last class is similar to Group 2, of the Patiio- 
logical Classes, Sub-normal Group; only that 
it represents retarded instead of arrested 
development. 

b. Children of Unusually Rapid Development, 

without genuine (pathological) precocity. 

c. Children Who are Difficult of Management. 

Naughty, troublesome, spoiled children, with- 
out genuine perversity. 

d. Neglected Children 

Pseudo-atypical ohildren may be rapidly re.stored to normal etiiiilili- 
riiim. 

Atypical Children Proper. 

(Those who deviate from the average human 
type.) 

Hereditary, congenital, and environmental 
causes. 

67 



a. Neurotic and Neurasthenic Children. 

Over-stimulation and precocity. Genius. Ir- 
ritability. Excessive imagination and lack of 
mental and emotional poise. Hysteria. De- 
mentia Praecox. Lack of concentration. Neg- 
ativism. Contrariness. Perverse tendencies. 
Sexual precocity. Fears and obsessions. De- 
fective inhibition. Tic. Motor disturbances. 
Vasomotor, sensory, and trophic disturbances. 

b. Children of Pathologically Retarded Develop- 

ment. 

Impaired conceptual ability due to retarded 
brain development. Physiological retardation 
of growth rate. Special physical causes: 
Chronic catarrh, chronic difficulties of nutri- 
tion, serious chronic affections of vision and 
hearing, venereal infection, etc. 

Any of these ela.«tses, thru uegleet or adverse environmental inflnences, 
may drop down in the sneale of development, into lower classes. In 
other words, the individuals composing them, may lose their normal 
churacteristlcs and degenerate into permanent defectiveness. It is a 
matter of potentials and their direction. On the other hand, havlngr 
the normal potentials, atypical and pseudo-atypical children may be 
restored to normal equilibrium. 



B. SUBNORMAL CHILDREN. 

(Those wliose potentials are incomplete, or underde- 
veloped.) 

1. Defective Children. 

Hereditary and congenital causes. 

Epileptics, blind, deaf-and-dumb, deformed, 
paralytics, crippled, etc. 

These children can never attain the perfeet norm of hnman nature, as 
their potentials are incomplete. 

2. Children of Arrested Development. 

(Acquired abnormality or defectiveness.) 

a. Pathological Classes. 

Children born apparently normal, but having 
their development checked by: 

1. Hereditary causes, manifesting themselves at 

certain developmental periods. 

2. Special causes, as diseases, fright, accidents, etc. 

The arrest of development may be only partial, as 
in the case of children deformed by accident; 
then, there will be mainly a condition of in- 
completeness, as in Group 1, Defective 
Children. 

b. Submerged Classes. 

Environmental influences have prevented 
them from attaining full maturity. 



'Children of arrested development will remain essentially subnormal, 
no matter how well they may be educated within their limits. 

3. Children of Rudimentary or Atavistic Development. 

The primitive type, representing mental, moral and 
social instincts and activities on the savage, 
barbarian, or generally uncivilized level. 
Primitive races. 

Atavistic individuals. These approach the 
abnormal level. They represent a reversion 
of instincts and capacities in spite of being 
born from apparently normal parents. 

GROUPS A AND B CONSTITUTE HUMAN SOCIETY 

C. ABNORMAL CHILDREN. 

(Those who deviate from the norm, or standard, of hu- 
man nature.) 
Hereditary and congenital causes. 

Cretins, cretinoids; microcephalics, macro- 
cephalics, hydrocephalics, idio-imbeciles, im- 
beciles and feeble-minded; insane; criminals; 
moral imbeciles and moral perverts. 

Abnormal children .stand outside of human society and require cus- 
todial or institutional care permanently. 

DEFINITIONS. 

(Standard Dictionary.) 

Norm: A rule or authoritative standard. 

Normal: According to an established law or principle; conformed to 
a type or standard; regular or natural. 

Abnormal: Deviating- from the natural structure, condition, or course; 
unnatural. 

Type: One of a class or group of objects that embodies the charac- 
teristic of the group or class; an example, model, representative, 
or pattern, as of an age, a school, or a stage of civilization. 

Typical: Having the nature or character of a type. 



69 



Index 



Abacus, 48, 53, 59 
Abdomen, 27, 31, 35 
Abnormal children, 69 
Accelerated growth, 4, 19 
Accuracy, 36, 4S, 50, 56, 60 
Activities, 54 
Acuteness, 36, 37, 52, 5S 
Adhesions, 35 
Adolescent, 35 
Advanced period, 42, 47 
Aesthetic, 55, 61, 64 
Algometer, 52, 5S, 63 
Anatomical age, 10, 22 

examination, 32 

test cards, 27, 33, 34 f 
Anesthesia, 8 
Animation, 14 
Ankle clonus, 31 
Anxiety, 13, 21 
Aphasia, 37 
Apparatus, 48 
Appearance, 30 
Appetite, 38 
Arch of foot, 33 
Arithmetic, 20 
Arms, 27, 33 
Arrested development, 68 

growth, 4 
Articulation, 37 
Ascending scale, 43 
Association, 53, 59, 63 
Astigmatism, 17, 36, 46, 56 
Asymmetry, 33, 34 
Atavistic development, 69 
Ataxia, Bahinski, 31 
Attention, 19 
Atypical children, 4, 67 
Aural memory, 51, 56, 62 

tests, 48, 51 
Auto-suggestion, 18 
Average human type, 67 
Aversions, 8, 19 
Backwardness, 19, 23, 67 
Bahinski ataxia, 31 
Balance, sense of, 17, 37, 52 
Baths, 5, 17 
Bed-wetting, 15, 17 
Binet tests, 3, 42 
Birth, 12. 13 ff 



Blank forms, 4 8 

Blind children, 68 

Blood, 38 

relation, 7, 12 

Body measurements, 4, 22 

Boys' measurements, 23 

Bright, exceptionally, 23, 61 

Brows, 34 

Building, 50 

Build of body, 16 

Busying himself, 20 

Calf, 27 

Caprice, 19 

Career of the Child, 42 

Causes, 21 

Character, 18, 19 

Characteristics, 32, 34 f 

Chest, 27, 31, 33 

Chewing, 19 

Child history, 4, 7, 11 ff 

Chords. 57, 62, 65 

Chorea, 8, 15, 37 

'■'"■ Miological age, 10, 22 

Cipher, 59, 63 
Circumspection, 20 

Classirtcation, 4, 65, 67 ff 

Cleanliness, 19 

Clitoris, 31 

Clothing, 22 

Cohn, Prof. Herrmann, 44 

Color perception, 20, 36, 4; 

50, 55, 56, 61, 62, 64 
Communicativeness, 19 
Compositon, 60. 64 
Concentration. 19. 60, 61 
Conception, 19 
Concussion, 15 
Congenital causes, 68, 69 
Connected thought, 19 
Construction, 21 
Convulsions. 13, 14. 15. 31 
Correction, 18 
Counting, 20, 48, 52, 53, 58 
Creative ability, 20 
Cretins, 69 
Criminals, 69 
Crippled. 16, 68 
Cruelty, 18 
Crying, 18 



70 



Culture epochs, 42 
Custodial care, 69 
Cut-up pictures, 45, 49, 60 
Danger Signals, 8, 22 
Dangerous traits of character, 18 
Deaf and dumb, 68 
Deception, 18 
Decision, 10 
Defective children, 68 

development, 68 
Definitions, 69 
Deflation, 27 
Deformed, 6 8 
Deformities, 16, 31 
Deliberateness, 20 
Dementia Praecox, 68 
Description of child, 16 
Destructiveness, 18 
Dexterity, 38 
Diagnosis, 5, 65 
Diameters, 27 
Diet, 5, 39, 40 
Difficult children, 67 
Difficulties of education, 18 
Digestion, 17, 21, 38 
Direction, 36, 48, 49, 53, 59 
Discharge, 31 
Discussions, 64 
Diseases, 5, 11, 12. 14, 15, 41 
Disease record, 41 
Disobedience, 8, 18 
Dissected pictures, 54, 60 
Distance, 20, 36, 48, 50, 56 
Drawing, 20, 50, 55, 61, 64 
Ears, 30, 34 
E-fork, 44, 48 

Elementary period, 42, 45, 50 
Emotional storms, 13, 21 
Environment, 68 
Epilepsy, 8, 15, 68 
Epitrochlear glands, 31 
Errors of education, 21 
Estimates, 62 
Etiological statements, 11 
Exceptional children, 4, 65, 67 ff 
Excessive growth, 22 
Excitability, 19 
Experience, 54, 60, 64 
Expression, 45, 46, 50, 55, 61, 64 
Extremities, 31 
Eyes, 16, 30, 34 
Eye strain, 8, 46 
Face, 16, 34 
Falls, 16 
Falsehoods, 18 

Familiar objects, 50, 53, 56, 59 
Familiar words, 43, 56, 57, 59 



Family records, 7, 11 ff 

Far-sightedness, 17 

Favorite selections, 55, 62, 64 

Fatigue, 10, 60 

Fear, 13, IS, 21, 68 

Features, 16 

Feces, 38 

Feebleminded children, 4, 69 

Feeding, 14 

Field, 36 

Fingers, 33 

Fits, 14 

Fire, 18 

Focus, 3G 

Foods, 17, 36 

Forehead, 34 

Form, 20, 36 

Formboard, 46, 54, 60 

Fright, 21 

Functional tests, 32, 36 ff 

Fundamental Verities in Educa- 
tion, 42 

Gait, 16, 31, 38 

Games, 61, 64 

Genius, 68 

Genitals, 31, 35 

Genu, 33 

Genus, 54, 59, 63 

Gifted children, 19, 67, 68 

Girls' Measurements, 25 ff 

Girths, 27 

Groszmann School for Nervous 
and Atypical Children, 3 

Glands, 31 

Glasses, 5 

Gluttony, 19 

Grading, 42, 43 

Grip, 37 

Habit, 60 

Habits, 18 

Habit tics, 8, 37, 68 

Hair, 16 

Hands, 16, 33 

Hastings' Height and Weight 
Tables, 23 ff 

Head, 16, 27, 30 

Hearing, 17, 30, 36, 47, 48, 51 

Heart, 31, 38 

Height, 16, 22, 23 ff, 27 

Helplessness, 20 

Herbart Hall, 3, 5 

Hereditary burdens, 7, 68 

Hernia, 31 

Hips, 27, 33 

Housework, 21 

Human animal, 42 

Human society, 69 



71 



Hydrocephalic, 33, 69 

Hydrotherapy, 17 

Hyper-sensitiveness, 17 

Hysteria, S, 9, 68 

Idiots, 69 

Illusions, 54, 60, 64 

Imagination, 19 

Imaginary companions, 18 

Imaginative imitation, 49 

Imbeciles, 69 

Imitation, 19, 49 

Immature, 35 

Inactivity, 21 

Indigestion, 8, 17 

Ineffectiveness, 44 

Infectious diseases, 8, 15 

Inflation, 27 

Inguinal glands, 31 

Inhibition, defective, 68 

Initiative, 19 

Injuries, 15 

Insane, 69 

Insoles, 5 

Institutional care, 69 

Instruction, 20 

Interest, 21 

Intermediate period, 42, 46, 56 

Intoxicants, 19 

Irregularities, 35 

Irritability, S, 68 

Jig-saw puzzles, 45, 60, 64 

Judgment tests, 10, 20, 45, 46, 47, 

49, 54, 60, 64 
Kindness, 19 
Knee-jerk, 31, 37 
Knees, 33 
Labia, 31 
Lameness, 15 

Language, 15, 37, 53, 59, 63 
Lashes, 34 
Laughing, 18 
Laziness, 8, 19 
Left-handedness, 9 
Legs, 16, 33 
Lies of children, 9 
Light accommodation, 30 
Lips, 34 
Lisping, 17 
Liveliness, 19 
Liver, 31 
Location, sense of, 20, 37, 52, 58, 

63 
Love, 17 

Lungs. 27, 31, 38 
Lymph glands, 30 
Macrocephalic, 33, 69 
Malformation, 30, 31, 35 



Maliciousness, 19 

Mammae, 35 

Manners, 19 

Manual work, 61 

Mastication, 17, 19 

Masturbation, 17 

McCallie Vision tests, 44 

Measuring Scale of Mentality, 5 

Measurements, Body, 22 

Medical Examination, 4, 29 

Medical means, 21 

Memory, 10, 19, 36, 37, 43, 51, 52, 

54, 56, 58, 62, 63 
Mental diseases, 11, 12, 14 
Mentally defective children, 46 
Mental Status, 19 
Mental tests, 7, 42, 45, 47, 48 ff 
Menstruation, 17, 21 
Microcephalic, 33, 69 
Miscarriages, 13 
Misfits, 44 

Modeling, 20, 50, 55, 61, 64 
Modesty, IS 
Mongol, 33 
Moods, IS 

Moral imbeciles and moral per- 
verts, 69 

status, 17 
Morbid conditions, 18 
Motor co-ordination, 4, 21, 45, 47, 
49, 54, 61, 64 

disturbances, 68 
Mouth, 30, 34 

breathing, 16 
Movements, 16 
Muscular memory, 37, 52 

sense, 17, 37 
Musculature, 16, 32, 34 f 
Music, 20, 61, 64 
Naming, 48, 53 
Nares, 34 

National Association for the 
Study and Education of Excep- 
tional Children, 4 
Nation-forming period, 42 
Naughty children, 67 
Neatness, 19 
Neck, 16, 30 

Needle points, 45, 52, 5S, 63 
Negativism. 68 
Neglected children, 67 
Nervous diseases, 11, 12, 14. 37 

system, 10 

temperament, 18, 68 
Neurotic and neurasthenic chil- 
dren, 68 
Nightly alarm, 17 



72 



Nomadic tendencies, 18 
Nonsense syllables, 43, 62 
Normal children, 67 

growth, 4, 23 
Nose, 30, 34 
Number, 20 
Nursing, 14 
Nutrition, 4, 30 
Nystagmus, 30 
Obedience, 18 
Observation Clinic, 4 
Obsessions, 68 
Operations, surgical, 16 
Opposites, 54, 59 
Organic diseases, 11, 12, 14 
Outfit for measurements, 22 
Over-exertion, 21 
Painting, 20, 54, 61, G4 
Palatal arch, 30, 34 
Paralytics, 68 
Parents, 7, 11 
Part, 54, 59, 63 
Passionate, 19 

Pathological classes of arrested 
development, 68 

retardation, 6S 
Peaceable, 19 
Peculiarities, IS 
Pegboard, 50 
Periodicity, 21 
Periods of development, 42 ff 

of growth, 10 
Perversity, 68, 69 
Pharynx, 30, 34 
Physical child history, 14 
Physician, visiting, 29 
Phs'siological age, 5, 23 

examination, 32 
Physio-psychological tests, 7, 42, 

44, 45, 46, 48 ff 
Pictures, cut-up or dissected, 45, 

49, 54 
Pigeon-breasted, 33 
Posture, 16 
Potentials, 68 
Practice, 60 
Pregnancy, 13 
Precocity, 10, 23, 68 
Prehension, 31 
Prepubescent, 35 
Prepuce, 31 
Prevention of birth, S 
Primary period, 42, 44, 4S ff 
Primitive type, 69 
Pseudo-atypical children, 67 
Psychic defects, 70 
Psychological age, 10, 23 



Psychopathische Minderwerthig- 

keiten, 3 
Pubescent, 35 
Pubic hair, 5, 31, 35 
Pulse, 27 

Pupillary reaction, 30 
Purpose, 18 
Puzzles, 60, 64 
Quarrelsomeness, 19 
Qualities, 54, 60 
Quiet, 19 
Race period, 42 
Reaction time, 19 
Reading, 20, 54, 60, 63 
Reading center, 36 
Reason, 47 

Recitation, 50. 55, 61, 64 
Recklessness, 20 
Records, 5, 7 
Regimen, 5, 29, 39, 40 
Religious sense, 18 
Reports, 5 

Reproduction, 20, 49, 60 
Resemblance, 16 
Respectfulness, IS 
Respiration, 27 
Responsibility, 18 
Restlessness, 19 
Retarded children, 67, 68 

growth, 4, 68 
Retiring, 19 
Reverence, 18 
Reversion, 69 
Rhythm, 51 
Riddles, 60, 64 
Right-handedness, 9, 16 
Romberg position, 45, 52 
Rotch wrist test, 5, 33 
Rudimentary development, 69- 
Running away, 18 
Scatterbrain, 19 
School grade, 20 
Scoliosis, 33 

Secret languages, 53, 59 
Self-abuse, 17 
Self-centered, 19 
Self-direction, 20 
Selfishness, 17 
Self-respect, 18 
Senses, 17, 36 f 
Sensory disturbances, 68 
Septum, 34 
Sewing, 20 
Sexual excitement, 17 

intercourse, 17 

precocity, 68 
Short-sightedness, 17 



73 



Shoulders, 27, 33 

Shuttleworth, 46 

Sing-ing, 50, 55, 61, 64 

Skeleton, 32, 33 

Skill, 20 

Skin, 16, 17, 34 

Skull, 5, 33 

Sleep, 17 

Slowness, 19 

Slow rate of development, 67 

Smell, 17, 36, 43, 45, 48. 52, 58, 63 

Snellen's test cards, 44, 45, 46, 48, 

50 
Social, 19 
Soiling, 17 
Somnambulism, 17 
Spasms, 14 
Specialists, 4, 32 
Species, 54, 59, 63 
Speech, 37 
Speech centers, 9. 36 

defects, 9, 17, 37 

organs, 9 
Speed, 60 
Spells, 14 
Spine, 31. 33 
Spiteful, 19 
Spleen, 31 
Squint, 16, 30 
Static apparatus, 45, 52 
Station. 31 
Stiffness. 16 
Still births, 13 
Story telling, 20, 49 
Stunted growth, 22, 23 
Submerged classes, 68 
Subnormal children, 68 
Suggestion, IS, 43, 44 
Symmetry, 34 
Symptoms of disease, 8 
Syphilis, 14 
Table-manners, 19 
Tactile tests, 45. 48, 52, 58, 63 
Tactual memory, 36 
Talipes, 33 
Talk, 15 
Tapping, 51. 54 

Taste, 17, 36, 43, ir,, 48, 52, 58, 63 
Teeth, 9, 15, 16. 30, 34 
Temper, 10 

Temperament. 9, 10. 18 
Temperature, 27, 37 

sense, 37 



Test Cards. 

Anatomical. Body Measure- 
ments. 27 
Anatomical, Skeleton, 33 
Anatomical. Musculature, 

Characteristics. 34 
Functional Tests. 36 ff 
Medical Examination, 30 *■ 

Testicles. 31 

Thighs. 27 

Thinking, method of, 60, 64 

Thorax, 16 

Thoughtlessness. 20 

Thread needles, 37. 54, 64 

Thyroid Gland, 30 

Time, sense of. 20 

Tobacco, 19 

Toes, 33 

Tone perception, 30, 51, 57 

Tongue. 30. 34 

Tonsils. 30, 34 

Tools, 20 

Touch, 17. 36, 48, 52, 58 

Tremor, 31 

Trophic disturbances, 68 

Triiper, Johannes, 3 

Tumor, 31 

Turbinates, 34 

Typical children, 67 

Urine, urination, 38 

Uvula, 34 

Vaccination, 15 

Vasomotor disturbances, 68 

Venereal infection, 68 

Vision, 17. 30, 36 

Visual memory, 46, 50. 54, 56, 58, 
62. 63 

Visual tests, 48, 50, 56 

Vocational tests, 44 

Von Pirquet reaction, 38 

Walk. 15, 16, 37. 54 

Wassermann test. 38 

Weaknesses. 16 

Weaving, 20, 50 

Weight, 16, 22. 23 ff. 27 

Weights. 37, 47 

^Vetting, 17 

Whole. 54. 59. 63 

^Vord pictures, 57, 62 

Wrinkles, 34 

Wrist tests, 5. 33 

Writing, 20. 54 

X-Ray pictures, 33 



74 



NATIONAL ASSOCIATION FOR THE STUDY AND 
EDUCATION OF EXCEPTIONAL CHILDREN 

An incorporated society, not for pecuniary profit, and devoted 
to the promotion of a national movement for the solution of the 
problem of the exceptional child. 



It maintains: 

a. A REFERENCE LIBRARY containing the literature 
treating of the problem of the exceptional child. 

b. AN INFORMATION BUREAU for the benefit of educa- 
tional and social workers, legislative bodies, medical spe- 
cialists, parents, and others interested in the problem. 

c. A PUBLICITY BUREAU for the distribution of society 
proceedings, scientific monographs, reports, and other printed 
matter of information, also the arrangement of lecture 
courses, round tables, etc. 

d. A PEDAGOGICAL LABORATORY devoted to research 
on the broad aspects of the problem of the exceptional child. 

e. "HERBART HALL," Institute for Atypical Children. A 
sanitarium school in which actual cases of truly atypical de- 
velopment can be clinically and educationally observed, 
studied and treated. (Clearly abnormal children, as insane, 
feeble minded, and epileptics are not accepted.) 

f. OBSERVATION CLINIC. For the care and study of 
borderland cases where positive prognosis of restoration of 
normality or of permanent defectiveness can be made only 
upon the basis of extended observation. 

g. AN ADOLESCENT DEPARTMENT for ineffective per- 
sons between the ages of sixteen and twenty-five. 

h. PRACTICAL TEACHERS' COURSE (six weeks' summer 
course). For regular teachers specializing to organize or to 
take up work in special or ungraded classes and schools. 

For particulars on the general scope of the Association or any of 
its activities, address 

SECRETARY, N. A. S. E. E. C, 

"Watchung Crest," Plainfield, N. J. 

75 



N 1 1913 



HERBART HALL 

INSTITUTE FOR ATYPICAL CHILDREN 
Founded April 1, 1900, by Maximilian P. E. Groszmann. 

Maintained by the 

NATIONAL ASSOCIATION FOR THE STUDY AND EDUCATION 
OF EXCEPTIONAL CHILDREN 

This Institution is one of the activities of the N. A. S. E. E. C. 
and is intended solely for the "different" child, the difficult child, 
the handicapped normal child — whether boy or girl. 

No feeble-minded, degenerate or otliei"A\ise low cases are 
considered. 

The object of this Institution is 
to Train the ATYPICAL CHILD 



Whether overbriglit, or somewhat backward, to be able later to 
compete with the average normal child. 

In addition to the ordinary branches, the course of study in- 
cludes physical training, nature study, manual and constructive 
work, etc. Methods and equipment are based upon the most 
modern pedagogic principles. Medical care is a prominent feature 
of the work. 

HERBART HALL is the pioneer institution in this line of ed- 
ucation. The Association maintaining it lays emphasis upon the 
needs of the misunderstood normal child in contrast to the over- 
stimulated interest in the feeole-minded and abnormal. 

"Watchung Crest," the home of HERBART HALL, comprises 
over twenty-five acres of land and is situated on Watchung Moun- 
tain, a spur of the Blue Ridge, five hundred feet above sea-level 
(four hundred feet above Plainfield). 

For terms, catalog and other information, address 

WALDEMAR H. GROSZMANN, Principal 

"Watchung Crest," Plainfield, \. J. 

76 



%mt0ttH nf ®m0 Promtottt Mm Ml|o iKnnm 
Br. (^toBzmmn mh Ijta Jinrk.* 

^tit^, Woahvam Mtlaott 

GOVERNOR OF NEW JERSEY AND PRESIDENT-ELECT OF THE UNITED STATES 

says: 

of assisting ,„ the work of the Association in a way which will beexDre? 
Sio'n'oVlrL'ccts...' "''" '" '" ^-cia.i„n^on/,if:■!,'t,5^Ks^■ 
October 16, 1912. 



^on. mmxmi 1^. Slaft 

PRESIDENT OF THE UNITED STATES 

says: 

mmmMm 

OctXr °S. ml "■"'"""' "'"'"''«"• =•"«"» in its labors." 



PUBLICATIONS ISSUED BY THE N. A. S. E. E. C. 



Books by Dr. MAXIMILIAN P. E. GROSZMANN 

Tlie Common School and The New E:dacation. Paper, 50 cts. C. W. 

Bardeen, Syracuse, N. Y. 
A Working System of Child Study for Schools. Boards, 75 cts. C. W. 

Bardeen, Syracuse, N. T. 
The Career of The Child from the Kindergarten to the High School. 
With an introduction by Prof. Frederick E. Bolton, Iowa State 
University. Cloth, $2.50. The Gorham Press, Richard G. Badger, 
Boston. 
Some Fundamental Verities In E^ducatlon. With a symposium preface 
by Prof. Fred. E. Bolton, Iowa State University; Prof. W. G. 
Chambers, University of Pittsburg; Prof. H. H. Home, New York 
University; and Supt. A. B. Poland, Newark, N. J. With 38 illus- 
trations. Cloth, $1.00. The Gorham Press, Boston. 
The Treatment of Defectives.* 
Das Problem des Atyplschen Klndes.* 
The Training of the Mentally and Morally Defective Child.* 

The Exceptional Child 5 cents 

Some Phases of Eccentric Mentality In Children.* 
Tentative Classification of Exceptional Children — 

May, 1909 10 cents doz. 

Classification of Elxceptlonal Children as a Guide In Determining 

Segregation 15 cents 

Eflielency 10 cents doz. 

How to Dispose of Exceptional Children 10 cents 

What Consideration Should Be Given to Sub-normal Pupils?. .10 cents 

The Exceptionally Bright Child 10 cents 

Danger Signals In Young Children 10 cents 

Different Civilization Levels in Human Society 10 cents 

Legal Provisions for Exceptional Children 10 cents 

The Backward Child vs. the Feeblc-Minded Child 10 cents 

Other Publications. 

The Position of the Atypical Child,* by Waldemar H. Groszmann. 

Die Berttcksichtlgung der kindllchen Elgenart,* by Dr. Wilhelm 
Milller and Prof. Robert Metzger. 

Industries and Civilisation* 

Dr. Maximilian P. E. Groszmann und sein Werk 5 cents 

Volume of Proceedings, 1010 (containing papers and discussions pre- 
sented at the first annual conference of the N. A. S. E. B. C.) $1.50 

Volume of Proceedings, 1911 (containing papers and discussions pre- 
sented at the second annual conference of the N. A. S. E. E. 
C.) . $1.50 

Special Report by Groszmann School, Inc No charge 

Annual Report of the Third Fiscal Year of the N. A. S. E. E. C, Feb., 
1908 No charKe 

Mid-Year Statement of the N. A. S. E. E. C, Sept. 1 1909* 

Report for the Fifth Fiscal Year, N. A. S. E. E. C, April, 1910, 

No charge 

Annual Report of N. A. S. E. E. C, 1911 No charge 

Catalogs of The Groszmann School for Nervous and Atypical Chil- 
dren, 1903, 1905, 1907, 1908, 1909* (containing the first survey and 
presentation of the problem of the nervous and atypical child). 

Catalog of Herbert Hall, 1912 No charge 

Other publications are in the printer's hands. Postage is extra. 

•Out of print. 



